Online Course
About the students:
* Who are they?
Parents, Parent Information Specialists and service providers of children with disabilities
* What do they know coming in?
Skill level and experience will vary, however, they will have knowledge and experience in the special education system
* What should they know when they’re done?
Participants will have an increased knowledge of effective advocacy teaching models and strategies for the empowerement of parents to fulfill their role as their childrens lifelong advocates
How will they talk to each other? To you?
Via listserve, email, and blogs
* How will they talk to you?
I will be available via email, instant messaging and by phone
Course description
The Individuals with Disabilities Education Improvement Act (2004) states, “Policies and procedures will be implemented to ensure the right of all parents to full participation and equal partnership in the educational process” (Corn & Huebner, 1998, p. 12). Although the Individuals with Disabilities Education Improvement Act (IDEA) provides a legal foundation supporting equal parent participation and partnership, the consistency of this practice has not been fully realized. Therefore strategies to address barriers that hinder parents from full participation and partnership must continue to be explored.
In order to determine the effectiveness of systematic advocacy approaches, more attention needs to be given to the definition of appropriate advocacy so we can individualize strategies to enable parents to acquire effective advocacy skills regardless of their life circumstances.
This course will explore: 1) what definitions are currently available regarding appropriate assertiveness? 2) what parent advocacy skills are currently recognized and taught by parent training and support models? 3) is there agreement or mutual respect among professionals and parents regarding the nature of appropriate assertiveness and what skills the current parent support and training models offer? 3) Do the skills identified by current parent support and training models address cultural diversity, education level, and socioeconomic status? 4) what life circumstances hinder or promote parents’ success in advocating for their children, and 5) what holistic strategies can be employed to ensure that parents become successful participants and partners in their children’s education?
