Finding Family-School Collaboration: Narratives from Mothers of Children with Disabilities
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N Kathleen Kosobud N Kathleen Kosobud Michigan State University Michigan State University CEPSE: Research Practicum CEPSE: Research Practicum June 11, 2009 June 11, 2009 Openings: Mediating Collaborative Openings: Mediating Collaborative Spaces for the Families of Youth Spaces for the Families of Youth with Disabilities with Disabilities
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Paper presented at the Annual Meeting of the American Educational Research Association; San Diego, CA, April 13-17, 2009
Transcript of Finding Family-School Collaboration: Narratives from Mothers of Children with Disabilities
N Kathleen KosobudN Kathleen KosobudMichigan State UniversityMichigan State University
CEPSE: Research PracticumCEPSE: Research PracticumJune 11, 2009June 11, 2009
Openings: Mediating Collaborative Spaces for Openings: Mediating Collaborative Spaces for the Families of Youth with Disabilitiesthe Families of Youth with Disabilities
Detroit Public Schools Detroit Public Schools (2006)(2006)
15th largest school 15th largest school district in US district in US
Largest employer in Largest employer in citycity
City unemployment City unemployment rate estimate: 8%-11%rate estimate: 8%-11%
Mean household Mean household income: $38,000 income: $38,000 (Median: $28,000)(Median: $28,000)
33.4% poverty rate33.4% poverty rate
Conditions for StudentsConditions for Students
64,000 free and 2,500 64,000 free and 2,500 reduced fee lunches reduced fee lunches served dailyserved daily
150,000 students in 150,000 students in districtdistrict
19,200 students with 19,200 students with disabilities (2006)disabilities (2006)
49.6% in special 49.6% in special education more than education more than 60% of the time60% of the time
Parent involvement??Parent involvement??
Research QuestionsResearch Questions
What are the experiences What are the experiences of families as they seek to of families as they seek to collaborate with schools to collaborate with schools to secure educational secure educational services for their children services for their children with disabilities? with disabilities?
What kinds of support and What kinds of support and collaboration would collaboration would families like to experience families like to experience with schools?with schools?
SCHOOLSCHOOL
FAMILIESFAMILIES
Model of Family-School Collaboration K. Kosobud, 2008Model of Family-School Collaboration K. Kosobud, 2008
ISOLATION/ISOLATION/MARGINALMARGINAL
COLLABORATIONCOLLABORATION
PIVOT POINT: PIVOT POINT: SYNCHRONOUS SYNCHRONOUS CONCEPTUAL CONCEPTUAL
SPACE SPACE (“thirdspace”)(“thirdspace”)
Extension of a model created by: Salomon and Perkins (1998). Individual Extension of a model created by: Salomon and Perkins (1998). Individual and Social Aspects of Learning, and Social Aspects of Learning, Review of Research in EducationReview of Research in Education, Volume , Volume 23. 23.
BALANCE OF
BALANCE OF
POWER
POWER
one way F
LOW O
F COMMUNIC
ATIONS t
wo way
one way F
LOW O
F COMMUNIC
ATIONS t
wo way
SynergySynergy
ReciprocityReciprocityA
utho rs h ipAut
horit
y
Four FamiliesFour FamiliesMotherCh
ildBirth order
Ethnicity Age Disability
Jeannie Shawn
6th of 7 children
Caucasian 11 CI w/Down
Syndrome
DorothyDaniel
1st of 2 children
Bi-racial 9 CI w/ EI
ChristineJulius
2nd of 2 children
African-American
11 CI w/ Down
Syndrome
Tania Frederick
Only child Caucasian 10 OHI and HI
Jeannie and ShawnJeannie and Shawn
““I was already in a fighting I was already in a fighting mode to make sure that mode to make sure that my child got the chances my child got the chances that he deserved.”that he deserved.”
““When I taught him sign When I taught him sign language the OT told me language the OT told me to stop because he to stop because he wouldn’t talk…His first wouldn’t talk…His first sentence at age two was sentence at age two was in sign.”in sign.”
SCHOOLSCHOOL
FAMILIESFAMILIES
Model of Family-School Collaboration K. Kosobud, 2008Model of Family-School Collaboration K. Kosobud, 2008
ISOLATION/ISOLATION/MARGINALMARGINAL
COLLABORATIONCOLLABORATION
PIVOT POINT: PIVOT POINT: SYNCHRONOUS SYNCHRONOUS CONCEPTUAL CONCEPTUAL
SPACE SPACE (“thirdspace”)(“thirdspace”)
Extension of a model created by: Salomon and Perkins (1998). Individual Extension of a model created by: Salomon and Perkins (1998). Individual and Social Aspects of Learning, and Social Aspects of Learning, Review of Research in EducationReview of Research in Education, Volume , Volume 23. 23.
BALANCE OF
BALANCE OF
POWER
POWER
one way F
LOW O
F COMMUNIC
ATIONS t
wo way
one way F
LOW O
F COMMUNIC
ATIONS t
wo way
SynergySynergy
ReciprocityReciprocityA
utho rs h ipAut
horit
y
Dorothy and DanielDorothy and Daniel“ “ I gots to take him out of here, I gots to take him out of here,
‘cause she wasn’t doing ‘cause she wasn’t doing nothing. …I told the aide why nothing. …I told the aide why don’t you teach the kids don’t you teach the kids something? …The teacher’s something? …The teacher’s supposed to be teaching, not supposed to be teaching, not watching tapes that I can do watching tapes that I can do at home with my own child…I at home with my own child…I have tapes for learning at have tapes for learning at home…”home…”
“when it start the following year he got transferred …I did that on my own…I got the transfer papers, he had to be assigned first. I wanted to make sure that they could accept the boy, ‘cause if they didn’t I was going to have to leave him…
“when it start the following year he got transferred …I did that on my own…I got the transfer papers, he had to be assigned first. I wanted to make sure that they could accept the boy, ‘cause if they didn’t I was going to have to leave him…
SCHOOLSCHOOL
FAMILIESFAMILIES
Model of Family-School Collaboration K. Kosobud, 2008Model of Family-School Collaboration K. Kosobud, 2008
ISOLATION/ISOLATION/MARGINALMARGINAL
COLLABORATIONCOLLABORATION
PIVOT POINT: PIVOT POINT: SYNCHRONOUS SYNCHRONOUS CONCEPTUAL CONCEPTUAL
SPACE SPACE (“thirdspace”)(“thirdspace”)
Extension of a model created by: Salomon and Perkins (1998). Individual Extension of a model created by: Salomon and Perkins (1998). Individual and Social Aspects of Learning, and Social Aspects of Learning, Review of Research in EducationReview of Research in Education, Volume , Volume 23. 23.
BALANCE OF
BALANCE OF
POWER
POWER
one way F
LOW O
F COMMUNIC
ATIONS t
wo way
one way F
LOW O
F COMMUNIC
ATIONS t
wo way
SynergySynergy
ReciprocityReciprocityA
utho rs h ipAut
horit
y
Christine and JuliusChristine and Julius
““When he was 3 years old, When he was 3 years old, having learned about having learned about inclusion and LRE, I inclusion and LRE, I began to research began to research inclusive practices in the inclusive practices in the Detroit Public Schools…Detroit Public Schools…There was a lot of fear There was a lot of fear and ignorance.”and ignorance.”
Julius began to “amass a Julius began to “amass a behavioral history” when behavioral history” when the paraprofessional the paraprofessional written into his IEP was written into his IEP was not provided.not provided.
SCHOOLSCHOOL
FAMILIESFAMILIES
Model of Family-School Collaboration K. Kosobud, 2008Model of Family-School Collaboration K. Kosobud, 2008
ISOLATION/ISOLATION/MARGINALMARGINAL
COLLABORATIONCOLLABORATION
PIVOT POINT: PIVOT POINT: SYNCHRONOUS SYNCHRONOUS CONCEPTUAL CONCEPTUAL
SPACE SPACE (“thirdspace”)(“thirdspace”)
Extension of a model created by: Salomon and Perkins (1998). Individual Extension of a model created by: Salomon and Perkins (1998). Individual and Social Aspects of Learning, and Social Aspects of Learning, Review of Research in EducationReview of Research in Education, Volume , Volume 23. 23.
BALANCE OF
BALANCE OF
POWER
POWER
one way F
LOW O
F COMMUNIC
ATIONS t
wo way
one way F
LOW O
F COMMUNIC
ATIONS t
wo way
SynergySynergy
ReciprocityReciprocityA
utho rs h ipAut
horit
y
Tania and FrederickTania and Frederick
“…“…for two years (in another for two years (in another district) I fought to get a district) I fought to get a behavioral intervention plan. I behavioral intervention plan. I got a letter of denial because got a letter of denial because he was on medication, see…”he was on medication, see…”
““My son’s not innocent, he has My son’s not innocent, he has speech problems and I’m speech problems and I’m working on it but I need to working on it but I need to know what else is available to know what else is available to him because of these him because of these problems…I’m not sitting back problems…I’m not sitting back and just letting it pass…” and just letting it pass…”
SCHOOLSCHOOL
FAMILIESFAMILIES
Model of Family-School Collaboration K. Kosobud, 2008Model of Family-School Collaboration K. Kosobud, 2008
ISOLATION/ISOLATION/MARGINALMARGINAL
COLLABORATIONCOLLABORATION
PIVOT POINT: PIVOT POINT: SYNCHRONOUS SYNCHRONOUS CONCEPTUAL CONCEPTUAL
SPACE SPACE (“thirdspace”)(“thirdspace”)
Extension of a model created by: Salomon and Perkins (1998). Individual Extension of a model created by: Salomon and Perkins (1998). Individual and Social Aspects of Learning, and Social Aspects of Learning, Review of Research in EducationReview of Research in Education, Volume , Volume 23. 23.
BALANCE OF
BALANCE OF
POWER
POWER
one way F
LOW O
F COMMUNIC
ATIONS t
wo way
one way F
LOW O
F COMMUNIC
ATIONS t
wo way
SynergySynergy
ReciprocityReciprocityA
utho rs h ipAut
horit
y
ThemesThemes
Boxers sparring in a ringBoxers sparring in a ring
Parallel playParallel play
Ballroom dancingBallroom dancing
Knowledge, Power, and Knowledge, Power, and Resistance (Pushing with)Resistance (Pushing with)
PersistencePersistence
Creativity and flexibilityCreativity and flexibility
EngagementEngagement
Self-confidenceSelf-confidence
Divergent thinking and doingDivergent thinking and doing
Knowledge, Power, and Knowledge, Power, and Resistance (Pushing back)Resistance (Pushing back)
InstinctInstinct
SubversionSubversion
Passion and drivePassion and drive
ConclusionsConclusions
Parents of children with disabilitiesParents of children with disabilities Express their agency as personally Express their agency as personally
authored performanceauthored performance Resist socially constructed Resist socially constructed
attributions of deficitattributions of deficit Show great resilience in acquiring Show great resilience in acquiring
support and knowledgesupport and knowledge Creatively resist marginalization as a Creatively resist marginalization as a
technique for silencing opposition to technique for silencing opposition to controlcontrol
RecommendationsRecommendations
Listen for perspective
Pool knowledge
Share power
This study was part of a larger This study was part of a larger project funded through an OSEP project funded through an OSEP Urban/Diversity Doctoral Urban/Diversity Doctoral Fellowship and a Spencer Fellowship and a Spencer Research Training Grant.Research Training Grant.
