A Tale of Two Adaptations of a Special Education Advocacy Program
Author:
Burke Meghan M.1, Goldman Samantha E.2, Li Chak3
Affiliation:
1. Meghan M. Burke, University of Illinois at Urbana-Champaign. 2. Samantha E. Goldman, Assumption University. 3. Chak Li, University of Illinois at Urbana-Champaign.
Abstract
Abstract
Special education advocacy programs support families to secure services for their children with intellectual and developmental disabilities. Although research demonstrates the efficacy of one such program (the Volunteer Advocacy Project), its effectiveness when replicated by others is unknown. Replication research is critical to ensure that programs can remain effective. The purpose of this study was to explore the adaptation process for two agencies that replicated an advocacy program. Quantitative and qualitative data were collected to examine feasibility, acceptability, and effectiveness. Although it took resources to replicate the advocacy program, agencies reported ongoing implementation would be easier once adaptations were completed. The adapted programs were effective in increasing participants' knowledge, empowerment, advocacy, and insiderness. Implications for research and practice are discussed.
Publisher
American Association on Intellectual and Developmental Disabilities (AAIDD)
Subject
Psychiatry and Mental health,Community and Home Care,Developmental and Educational Psychology,Education,Pediatrics, Perinatology and Child Health
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