Legislation maintains expectations that educators form partnerships with parents, specifically within the field of special education (IDEA, 2004), and requires schools to allow parents to participate in all phases of educational assessment and planning for students who receive special education services. Many parents, however, encounter barriers in their advocacy efforts. This study adds to the research on parent involvement in special education by examining the advocacy experiences of African American mothers of children with disabilities and providing a perspective that will enable educators to focus on the strengths of rural African American mothers while understanding the barriers they face.
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