ERIC Number: EJ807914
Record Type: Journal
Publication Date: 2005-Oct
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1525-1810
EISSN: N/A
Available Date: N/A
Parent Advocates' and Principals' Perceptions of Professional Knowledge and Identity in Special Education
Zaretsky, Lindy
Journal of Special Education Leadership, v18 n2 p30-40 Oct 2005
Parent advocates play a key role in driving forward the debate and critical analysis of what constitutes professional knowledge in special education. The results of the study indicate that a burgeoning confidence and status might be attached to parental knowledge and expertise that could widen the traditional boundaries confined by the professional knowledge of school personnel and principals. The findings of the study suggested that schools need to be less reluctant to reconceptualize what may be legitimate parent involvement in decision-making processes.
Descriptors: Parent Participation, Disabilities, Parent School Relationship, Special Education, Principals, Advocacy, Knowledge Base for Teaching, Special Education Teachers, Knowledge Level, Participative Decision Making, Pedagogical Content Knowledge, Focus Groups, Student Evaluation, Evaluation Methods, Educational Finance, Professional Development, Curriculum Development, Student Diversity, Holistic Approach
Council of Administrators of Special Education. Fort Valley State University, 1005 State University Drive, Fort Valley, GA 31030. Tel: 478-825-7667; Fax: 478-825-7811; Web site: http://www.casecec.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A