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Empowering Our Future: Integrating Advocacy into Special Education Coursework
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Emily A. Frake; Danielle A. Waterfield; Lisa E. Morin – Journal of Special Education Preparation, 2025
Becoming a special education teacher encompasses more than just learning how to teach. A large component of this position requires advocacy at the local, state, and national levels. Therefore, special education teachers need to be prepared to effectively advocate across all levels. This article examines the integration of advocacy into an…
Descriptors: Special Education, Advocacy, Special Education Teachers, Undergraduate Study
Examining Family Testimonials for the Reauthorization of the Individuals with Disabilities Education Act
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Abby Hardy; Kelly Fulton; Julianna Kim; Chak Li; W. Catherine Cheung; Meghan M. Burke; Zach Rossetti – Journal of Disability Policy Studies, 2025
In the last reauthorization of the U.S. Individuals with Disabilities Education Act (IDEA), families of individuals with disabilities provided less than 4% of the public comments. Given that families are equal partners in the decision-making process for students with disabilities, it is critical to understand their suggestions for IDEA. To this…
Descriptors: Educational Legislation, Equal Education, Federal Legislation, Students with Disabilities
Supporting Social Justice in Physical Education Teacher Education Programs: A Qualitative Analysis of Adapted PE Teachers' Perspectives
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Ann-Catherine Sullivan; Christianna Blanchard-Alworth; Cynthia K. Piletic; Linda Hilgenbrinck – Journal of Research in Special Educational Needs, 2025
Despite attention to sociocultural issues in Physical Education Teacher Education (PETE), the role of Adapted Physical Education (APE) teachers as social justice advocates remains underexplored. A primary responsibility of APE teachers is to provide specially designed instruction to students with disabilities (SWD), so they have access to the…
Descriptors: Physical Education Teachers, Preservice Teacher Education, Teacher Education Programs, Adapted Physical Education
Battle Fatigue: Parents, Institutionalized Ableism, and the "Fight" for Inclusive Education
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Priya Lalvani; Eileen Osieja – Research and Practice for Persons with Severe Disabilities, 2025
This qualitative study examined the experiences of parents who sought inclusive education for their children with intellectual disabilities or extensive support needs. Data were collected from 33 participants in the form of narratives that emerged through semi-structured interviews and analyzed using a phenomenological methodology. Findings…
Descriptors: Parent Attitudes, Inclusion, Students with Disabilities, Intellectual Disability
The Best Kept Secret: Readability and Accessibility of IEPs
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Kathleen G. Winterman; Clarissa E. Rosas – Journal of the American Academy of Special Education Professionals, 2025
Individualized education plans (IEPs) are to serve as a guideline for the supports and services a student with a disability needs to have access to the general education curriculum. State departments of education monitor the compliance of these programs within the public schools. This study found the materials that state departments use to inform…
Descriptors: Individualized Education Programs, Special Education, Regular and Special Education Relationship, Students with Disabilities
When Being an Expert May Not Be Enough: Understanding the Experiences of Special Education Professionals Parenting Children with Disabilities
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Ruby Batz; Sheresa Boone Blanchard – Exceptional Children, 2025
How do special education-related professionals parenting children with disabilities experience the special education system? This qualitative exploratory study delves into the experiences of 25 mother-educators who are special education-related professionals navigating the special education system for their children with disabilities. Through…
Descriptors: Special Education Teachers, Child Rearing, Parents, Disabilities