It should be teamwork : a critical investigation of school practices and parent advocacy in special education
By: Bacon, Jessica K.
Contributor(s): Causton-Theoharis, Julie.
Series: International Journal of Inclusive Education 17 (7) 2013: 682-699.Publisher: 2013Content type: text Media type: unmediated Carrier type: volume Subject(s): DISABILITY
| INCLUSIVE EDUCATION | INDIVIDUAL EDUCATION PLANNING | PARENT ADVOCACY | PARENT PROFESSIONAL RELATIONSHIPS | SPECIAL EDUCATION | UNITED STATES OF AMERICASummary: Points out that the US Individuals with Disabilities Education Improvement Act (IDEIA) suggests that parents are critical members of the special education system. Through conducting interviews with parents, observing individualised education plan meetings and analysing the discourse between the parent and the professional, this critical qualitative research investigates the parent-school relationship when parents are fighting for more inclusive placements for their children.
| Item type | Current library | Call number | Status | Date due | Barcode | Item holds | |
|---|---|---|---|---|---|---|---|
| Article Research | IHC Library | Article (Browse shelf(Opens below)) | Available (Article available on request) | 30396 |
Total holds: 0
Points out that the US Individuals with Disabilities Education Improvement Act (IDEIA) suggests that parents are critical members of the special education system. Through conducting interviews with parents, observing individualised education plan meetings and analysing the discourse between the parent and the professional, this critical qualitative research investigates the parent-school relationship when parents are fighting for more inclusive placements for their children.
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