Being an Expert Isn't Enough: Understanding Experiences of Special Education Professionals Parenting Children With Disabilities

• In Event: Improving Special and Inclusive Education Through Marginalized Voices and Perspectives

Abstract

Despite family involvement benefits and inclusion in special education law, family engagement occurs inequitably (e.g., race/ethnicity). Educational institutions tend to privilege well-educated, White, high-SES families and those advocating with specialized cultural (i.e., knowledge) and social capital (i.e., relationships). Through interviews, our study sought to understand experiences of 25 special education professional mothers of children with disabilities. Interviews analysis included flexible coding informed by intersectionality-based policy analysis and social capital. Results reflected IDEA’s policy-practice gap magnified by system silos (e.g., general/special education). While parent/professionals' knowledge and position within the system allowed them to navigate and facilitate access to some resources, despite their knowledge and position many faced challenges advocating and securing services for their children.

Authors

• Ruby Batz, University of Nevada - Reno
  Presenting Author

• Sheresa Boone Blanchard, SRI International
  Presenting Author