The Perceptions and Goals of Special Education Advocacy Trainees

In this study, we evaluated the perceptions of 142 participants who completed the Volunteer Advocacy Project (VAP), a special education advocacy training. Using participants ’ responses to open-ended questions on the VAP application, we examined the perceptions of caregivers and professionals to understand their motivations for becoming advocates, their plans for using their newfound knowledge and skills, and their perceptions of the attributes of special education ad vocates. Findings indicated some key differences between caregivers and professionals in their reasons for becoming advocates and plans for using their newfound knowledge and skills. Participants wanted to become special education advocates to help their own child (if they were caregivers) and to he lp others. Participants planned to use their newfound knowledge and skills to advocate and to provide service to the community at three levels depending on their role: school, community, and state/national. Finally, regardless of role, participants perceived warmth, competence, and grit to be necess ary attributes of successful advocates. Implications for research and practice are discussed.
Source: Journal of Developmental and Physical Disabilities - Category: Disability Source Type: research