Equity and advocacy expectations of culturally diverse families’ participation in special education

Maya Kalyanpur, Elizabeth Harry, Tom Skrtic

Research output: Contribution to journalArticle

109 Citations (Scopus)

Abstract

The authors contend that the equity and advocacy expectations imbedded in the legal mandate for parent participation in the special education decision-making process directly contradict the hierarchy of professional status and knowledge on which the positivist paradigm of professionalism is based, and are also in conflict with the values held by many families from culturally diverse backgrounds, contributing to low levels of participation and advocacy. They argue the need for professional education to incorporate opportunities for professionals to identify the cultural assumptions imbedded in the field of special education towards more balanced and effective collaboration.

Original languageEnglish (US)
Pages (from-to)119-136
Number of pages18
JournalInternational Journal of Disability, Development and Education
Volume47
Issue number2
DOIs
StatePublished - Jan 1 2000

Fingerprint

Special Education
special education
equity
Professional Education
participation
decision-making process
Decision Making
parents
paradigm
Values
education
professionalism
Conflict (Psychology)
Professionalism

ASJC Scopus subject areas

  • Health(social science)
  • Education
  • Health Professions (miscellaneous)
  • Developmental and Educational Psychology

Cite this

Equity and advocacy expectations of culturally diverse families’ participation in special education. / Kalyanpur, Maya; Harry, Elizabeth; Skrtic, Tom.

In: International Journal of Disability, Development and Education, Vol. 47, No. 2, 01.01.2000, p. 119-136.

Research output: Contribution to journalArticle

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