Parental advocacy styles for special education students during the transition to adulthood.
In an ethnographic study of planning for the transition to adulthood, we explored parental advocacy styles in special education settings for youth and young adults with chronic health conditions and developmental disabilities. Of 61 parents, 43 were satisfied with outcomes in negotiations for school services for their children. We identified three parental advocacy styles for these parents: (a) high-profile parents, who insisted on specific, wide-ranging services for their children that often resulted in conflict with educators; (b) strategic parents, who negotiated for selected goals and were willing to compromise, and (c) grateful-gratifier parents, who formed close relationships with educators and trusted them to make appropriate decisions. Eighteen parents were overwhelmed, burned out, or unfocused, and generally dissatisfied with outcomes of educational planning meetings. Professional efforts to enhance parental advocacy can target development of skills and strategies that have worked for successful negotiators.
1University of California at San Francisco, San Francisco, California, USA.
Roberta S
RS
Rehm
Lucille T
LT
Fisher
Elena
E
Fuentes-Afflick
Catherine A
CA
Chesla
D000293:Adolescent; D000328:Adult; D000884:Anthropology, Cultural; D002651:Child Advocacy / Q000523:psychology*; D002908:Chronic Disease; D004519:Education, Special; D004522:Educational Status; D006801:Humans; D008607:Intellectual Disability / Q000523:psychology*; D010290:Parents / Q000523:psychology*; D012574:Schools / Q000458:organization & administration; D012959:Socioeconomic Factors; D060305:Transition to Adult Care; D055815:Young Adult
adolescents / youth; children, illness and disease; disability, developmental; ethnography; parenting; symbolic interactionism