Advancing Parent-Professional Leadership: Effective Strategies for Building the Capacity of Parent Advisory Councils in Special Education. The Institute Brief. Issue No. 27
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| Title: | Advancing Parent-Professional Leadership: Effective Strategies for Building the Capacity of Parent Advisory Councils in Special Education. The Institute Brief. Issue No. 27 |
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| Language: | English |
| Authors: | Boeltzig, Heike, Kusminsky, Matthew N., Foley, Susan M., Robison, Richard, Popper, Barbara, Gutierrez-Wilson, Marilyn, University of Massachusetts Boston, Institute for Community Inclusion |
| Source: | Institute for Community Inclusion. 2009. |
| Availability: | Institute for Community Inclusion. University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125. Tel: 617-287-4300; Fax: 617-287-4352; e-mail: ici@umb.edu; Web site: http://www.communityinclusion.org |
| Peer Reviewed: | N |
| Page Count: | 6 |
| Publication Date: | 2009 |
| Sponsoring Agency: | Office of Special Education Programs (ED/OSERS) |
| Intended Audience: | Parents; Practitioners |
| Document Type: | Collected Works - Serial Reports - Evaluative |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Parent Participation, Leadership Styles, Leadership Training, Parent School Relationship, Special Education, Advisory Committees, Federal Legislation, Partnerships in Education, School Districts, Teamwork, Disabilities, School Policy, Consciousness Raising, Parent Role |
| Geographic Terms: | Massachusetts |
| Laws, Policies and Program Identifiers: | Individuals with Disabilities Education Act |
| Abstract: | The Individuals with Disabilities Education Act, last amended in 2004 (IDEA 2004), encourages parents and educators to work collaboratively, emphasizing that as a team they are uniquely suited to make decisions that help improve the educational experiences and outcomes of children with disabilities. The Advancing Parent-Professional Leadership in Education (APPLE) Project was funded to develop the leadership skills of parents individually and within their communities. The project took place in Massachusetts, where school districts are required to have a special education parent advisory council (SEPAC). As part of the overall evaluation of the APPLE project, 35 parents who participated in the leadership training were asked about ways to create a better SEPAC and improve its capacity to effectively collaborate with educators. The 35 parents represented 21 SEPACs in Massachusetts. This brief presents effective strategies and recommendations to support parent leaders and advocates in special education, whether they are part of a SEPAC or another similar group. The brief recommends that parent leaders and advocates in special education: (1) have clear goals and objectives for parental involvement; (2) connect parents to and help them utilize existing resources; (3) provide ways for parents to identify and value their own leadership styles; and (4) be clear that all parents' voices and perspectives are needed and valued. (Lists 5 online resources.) |
| Abstractor: | ERIC |
| Number of References: | 2 |
| Entry Date: | 2009 |
| Accession Number: | ED507317 |
| Database: | ERIC |
| Abstract: | The Individuals with Disabilities Education Act, last amended in 2004 (IDEA 2004), encourages parents and educators to work collaboratively, emphasizing that as a team they are uniquely suited to make decisions that help improve the educational experiences and outcomes of children with disabilities. The Advancing Parent-Professional Leadership in Education (APPLE) Project was funded to develop the leadership skills of parents individually and within their communities. The project took place in Massachusetts, where school districts are required to have a special education parent advisory council (SEPAC). As part of the overall evaluation of the APPLE project, 35 parents who participated in the leadership training were asked about ways to create a better SEPAC and improve its capacity to effectively collaborate with educators. The 35 parents represented 21 SEPACs in Massachusetts. This brief presents effective strategies and recommendations to support parent leaders and advocates in special education, whether they are part of a SEPAC or another similar group. The brief recommends that parent leaders and advocates in special education: (1) have clear goals and objectives for parental involvement; (2) connect parents to and help them utilize existing resources; (3) provide ways for parents to identify and value their own leadership styles; and (4) be clear that all parents' voices and perspectives are needed and valued. (Lists 5 online resources.) |
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