Squeaky Wheels, Mothers from Hell, and CEOs of the IEP: Parents, Privilege, and the “Fight” for Inclusive Education
In this analytical essay, we examine parents’ engagement in advocacy for inclusive education as a site wherein the constructed meanings of disability and parenting a child with a disability are mutually negotiated within ableist discourses and practices in schools. Through a review of literature on parents’ historical role in special education as well as current literature on their perceptions of a continuing “struggle” to access inclusive learning environments for their children, we explore why parents continue to believe that they need to “fight” for inclusive education and we raise concerns about which parents would be most equipped to takes on this “fight.” Highlighting the extent to which some parents of children with disabilities draw on their cultural and economic capital to negotiate their children’s educational rights, we problematize a special education system in which access to inclusive education for students with disabilities is linked with socioeconomic privilege.
This journal is an academic publication. Its sole purpose is the dissemination of knowledge to as wide an audience as possible. The journal is free to individuals and institutions.
Copyrights for contributions published in this journal are retained by the authors, with first publication rights granted to the journal.
Copies of this journal or articles in this journal may be distributed for research or educational purposes free of charge and without permission. However commercial use of the journal or the articles contained herein is expressly prohibited without the written consent of the author.
NOTE TO AUTHORS:
A new model, the Creative Commons approach, with split copyright is rapidly evolving and worth considering.