Abstract
This phenomenological case study examines one family's lived experience as they advocated for appropriate and effective services in inclusive classes for a member of their family who had significant disabilities. Findings suggest the need for effective professional development if school personnel are to effectively educate students with significant disabilities in inclusive contexts, as well as a need for policy changes related to improved professional development opportunities and support systems for families who have children with significant disabilities.
| Original language | American English |
|---|---|
| Pages (from-to) | 29-51 |
| Number of pages | 23 |
| Journal | International Journal of Whole Schooling |
| Volume | 4 |
| State | Published - Sep 2008 |
| Externally published | Yes |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
-
SDG 4 Quality Education -
SDG 10 Reduced Inequalities
Keywords
- Case studies
- Family School relationship
- experience
- parent student relationship
- severe disabilities
- inclusive schools
- child advocacy
- special education
- interviews
- professional development
- school personnel
Disciplines
- Psychology
- Curriculum and Instruction
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