Applicants to a Special Education Advocacy Training Program: “Insiders” in the Disability Advocacy World-Reference-Cited by-同舟云学术

Applicants to a Special Education Advocacy Training Program: “Insiders” in the Disability Advocacy World

Published:2023-03-30 Issue:2 Volume:61 Page:110-123
ISSN:1934-9556
Container-title:Intellectual and Developmental Disabilities
language:en
Short-container-title:

Author:

Goscicki Brittney L.¹,Goldman Samantha E.²,Burke Meghan M.³,Hodapp Robert M.⁴

Affiliation:

1. Brittney L. Goscicki, Vanderbilt University, Peabody College.

2. Samantha E. Goldman, Assumption University.

3. Meghan M. Burke, University of Illinois, Urbana-Champaign.

4. Robert M. Hodapp, Vanderbilt University, Peabody College.

Abstract

Abstract Although social groups have “insiders,” this construct has not been measured within the disability advocacy community. Examining 405 individuals who applied for an advocacy training program, this study examined the nature of insiderness within the disability advocacy community and ties to individual roles. Participants showed differences in mean ratings across 10 insider items. A principal components analysis revealed two distinct factors: Organizational Involvement and Social Connectedness. Non-school providers scored highest on Organizational Involvement; family members/self-advocates highest on Social Connectedness. Themes from open-ended responses supported the factors and showed differences in motivation and information sources across insiderness levels and roles. Qualitative analysis revealed two additional aspects of insiderness not addressed in the scale. Implications are discussed for future practice and research.

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

Link

https://meridian.allenpress.com/idd/article-pdf/61/2/110/3209019/i1934-9491-61-2-110.pdf

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3. Burke, M. M. (2013). Improving parental involvement: Training special education advocates. Journal of Disability Policy Studies, 23(4), 225–234. https://doi.org/10.1177/1044207311424910

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