Three families living in an urban area in the Midwest with elementary-age children diagnosed with disabilities were interviewed about their family involvement in special education programming and intervention. The study explored how three mothers used social networks to advocate and care for their child's special education programming. Using Brigg's distinction of social networks that serve as social supports and ones that serve as social leverage as a conceptual framework, we aim to help further understand how parents advocate for their children in the parent—school relationship.
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