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Openings: Mediating Collaborative Spaces for       the Families of Youth with Disabilities                    N Kathleen K...
Detroit Public Schools (2006)   15th largest school    district in US   Largest employer in    city   City unemployment...
Conditions for Students   64,000 free and 2,500    reduced fee lunches    served daily   150,000 students in    district...
Research Questions                What are the experiences                 of families as they seek to                 co...
Model of Family-School Collaboration K. Kosobud, 2008 SCHOOL                                      Reciprocity             ...
Four FamiliesMotherCh     Birth     Ethnicity   Age   Disability   ild       orderJeannie     6th of 7   Caucasian   11   ...
Jeannie and Shawn“I was already in a fighting   mode to make sure that   my child got the chances   that he deserved.”“Whe...
Model of Family-School Collaboration K. Kosobud, 2008 SCHOOL                                      Reciprocity             ...
Dorothy and Daniel                                “ I gots to take him out of here,                                    ‘ca...
Model of Family-School Collaboration K. Kosobud, 2008 SCHOOL                                      Reciprocity             ...
Christine and Julius             “When he was 3 years old,               having learned about               inclusion and ...
Model of Family-School Collaboration K. Kosobud, 2008 SCHOOL                                      Reciprocity             ...
Tania and Frederick             “…for two years (in another               district) I fought to get a               behavi...
Model of Family-School Collaboration K. Kosobud, 2008 SCHOOL                                      Reciprocity             ...
Themes   Boxers sparring in a ring   Parallel play   Ballroom dancing
Knowledge, Power, andResistance (Pushing with)                 Persistence                 Creativity and flexibility   ...
Knowledge, Power, and    Resistance (Pushing back)   Instinct   Subversion   Passion and drive
ConclusionsParents of children with disabilities Express their agency as personally  authored performance Resist sociall...
RecommendationsListen   for perspectivePool   knowledgeShare    power
This study was part of a largerproject funded through an OSEPUrban/Diversity DoctoralFellowship and a SpencerResearch Trai...
Finding Family-School Collaboration: Narratives from Mothers of Children with Disabilities
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Finding Family-School Collaboration: Narratives from Mothers of Children with Disabilities

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Paper presented at the Annual Meeting of the American Educational Research Association; San Diego, CA, April 13-17, 2009

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Transcript of "Finding Family-School Collaboration: Narratives from Mothers of Children with Disabilities "

  1. 1. Openings: Mediating Collaborative Spaces for the Families of Youth with Disabilities N Kathleen Kosobud Michigan State University CEPSE: Research Practicum June 11, 2009
  2. 2. Detroit Public Schools (2006) 15th largest school district in US Largest employer in city City unemployment rate estimate: 8%-11% Mean household income: $38,000 (Median: $28,000) 33.4% poverty rate
  3. 3. Conditions for Students 64,000 free and 2,500 reduced fee lunches served daily 150,000 students in district 19,200 students with disabilities (2006) 49.6% in special education more than 60% of the time Parent involvement??
  4. 4. Research Questions  What are the experiences of families as they seek to collaborate with schools to secure educational services for their children with disabilities?  What kinds of support and collaboration would families like to experience with schools?
  5. 5. Model of Family-School Collaboration K. Kosobud, 2008 SCHOOL Reciprocity COLLABORATION y wa o tw BA S Authorship LA ONAuthority NC I PIVOT POINT: E AT C SYNCHRONOUS OF U NI M CONCEPTUAL M CO PO SPACE OF W ER W (“thirdspace”) FLO y wa e on ISOLATION/ FAMILIES MARGINAL Synergy Extension of a model created by: Salomon and Perkins (1998). Individual and Social Aspects of Learning, Review of Research in Education, Volume 23.
  6. 6. Four FamiliesMotherCh Birth Ethnicity Age Disability ild orderJeannie 6th of 7 Caucasian 11 CI w/Shawn children Down SyndromeDorothyD 1st of 2 Bi-racial 9 CI w/ EIaniel childrenChristine 2nd of 2 African- 11 CI w/Julius children American Down SyndromeTania Only child Caucasian 10 OHI andFrederick HI
  7. 7. Jeannie and Shawn“I was already in a fighting mode to make sure that my child got the chances that he deserved.”“When I taught him sign language the OT told me to stop because he wouldn’t talk…His first sentence at age two was in sign.”
  8. 8. Model of Family-School Collaboration K. Kosobud, 2008 SCHOOL Reciprocity COLLABORATION y wa o tw BA S Authorship LA ONAuthority NC I PIVOT POINT: E AT C SYNCHRONOUS OF U NI M CONCEPTUAL M CO PO SPACE OF W ER W (“thirdspace”) FLO y wa e on ISOLATION/ FAMILIES MARGINAL Synergy Extension of a model created by: Salomon and Perkins (1998). Individual and Social Aspects of Learning, Review of Research in Education, Volume 23.
  9. 9. Dorothy and Daniel “ I gots to take him out of here, ‘cause she wasn’t doing nothing. …I told the aide why don’t you teach the kids something? …The teacher’s supposed to be teaching, not watching tapes that I can do at home with my own child…I have tapes for learning at home…”“when it start the following year he got transferred …I did thaton my own…I got the transfer papers, he had to be assignedfirst. I wanted to make sure that they could accept the boy,‘cause if they didn’t I was going to have to leave him…
  10. 10. Model of Family-School Collaboration K. Kosobud, 2008 SCHOOL Reciprocity COLLABORATION y wa o tw BA S Authorship LA ONAuthority NC I PIVOT POINT: E AT C SYNCHRONOUS OF U NI M CONCEPTUAL M CO PO SPACE OF W ER W (“thirdspace”) FLO y wa e on ISOLATION/ FAMILIES MARGINAL Synergy Extension of a model created by: Salomon and Perkins (1998). Individual and Social Aspects of Learning, Review of Research in Education, Volume 23.
  11. 11. Christine and Julius “When he was 3 years old, having learned about inclusion and LRE, I began to research inclusive practices in the Detroit Public Schools… There was a lot of fear and ignorance.” Julius began to “amass a behavioral history” when the paraprofessional written into his IEP was not provided.
  12. 12. Model of Family-School Collaboration K. Kosobud, 2008 SCHOOL Reciprocity COLLABORATION y wa o tw BA S Authorship LA ONAuthority NC I PIVOT POINT: E AT C SYNCHRONOUS OF U NI M CONCEPTUAL M CO PO SPACE OF W ER W (“thirdspace”) FLO y wa e on ISOLATION/ FAMILIES MARGINAL Synergy Extension of a model created by: Salomon and Perkins (1998). Individual and Social Aspects of Learning, Review of Research in Education, Volume 23.
  13. 13. Tania and Frederick “…for two years (in another district) I fought to get a behavioral intervention plan. I got a letter of denial because he was on medication, see…” “My son’s not innocent, he has speech problems and I’m working on it but I need to know what else is available to him because of these problems…I’m not sitting back and just letting it pass…”
  14. 14. Model of Family-School Collaboration K. Kosobud, 2008 SCHOOL Reciprocity COLLABORATION y wa o tw BA S Authorship LA ONAuthority NC I PIVOT POINT: E AT C SYNCHRONOUS OF U NI M CONCEPTUAL M CO PO SPACE OF W ER W (“thirdspace”) FLO y wa e on ISOLATION/ FAMILIES MARGINAL Synergy Extension of a model created by: Salomon and Perkins (1998). Individual and Social Aspects of Learning, Review of Research in Education, Volume 23.
  15. 15. Themes Boxers sparring in a ring Parallel play Ballroom dancing
  16. 16. Knowledge, Power, andResistance (Pushing with)  Persistence  Creativity and flexibility  Engagement  Self-confidence  Divergent thinking and doing
  17. 17. Knowledge, Power, and Resistance (Pushing back) Instinct Subversion Passion and drive
  18. 18. ConclusionsParents of children with disabilities Express their agency as personally authored performance Resist socially constructed attributions of deficit Show great resilience in acquiring support and knowledge Creatively resist marginalization as a technique for silencing opposition to control
  19. 19. RecommendationsListen for perspectivePool knowledgeShare power
  20. 20. This study was part of a largerproject funded through an OSEPUrban/Diversity DoctoralFellowship and a SpencerResearch Training Grant.
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