Study Reveals Benefits of Advocates for Children with Disabilities

Assistant Professor of Education Samantha Goldman, Ph.D., co-authored a paper with colleagues at Vanderbilt University and the University of Illinois at Urbana-Champaign that details how children with disabilities and their families benefit from working with an educational advocate. The article, “Families Requesting Advocates for Children with Disabilities: The Who, What, When, Where, Why and How of Special Education Advocacy” was published in the peer-reviewed journal, Intellectual and Developmental Disabilities.

“Although federal law has long determined that children with disabilities have the right to a free, appropriate public education in the least restrictive environment, the specific actions required to turn such rights into reality have not always been followed,” wrote Prof. Goldman and her colleagues. Partly to address this issue, the Individuals with Disabilities Education Act (IDEA) accords to parents a central role, as they are the ‘‘accountability mechanism’’ for their child’s education. In fulfilling this role, parents and caregivers often need to advocate on behalf of their child with school personnel.

The paper presents findings on the varied experiences of families of children with disabilities who received support from special education advocates. While a doctoral student at Vanderbilt from 2012-16, Prof. Goldman coordinated a special education advocacy training called the Volunteer Advocacy Project at the Vanderbilt Kennedy Center where she began research into this field of study. While on sabbatical this semester, Prof. Goldman continues to research and write on this topic with support from an Assumption Faculty Development Grant. 

“Unfortunately, parents are often reluctant to advocate, feeling themselves at a disadvantage when dealing with their child’s school,” Prof. Goldman and her colleagues share. “In most cases, they lack essential knowledge of the individualized education program (IEP) process, which becomes exacerbated by the higher reading levels required to comprehend such laws. Parents may also feel intimidated by the professional status of other IEP team members, as well as by the specialized knowledge and field-specific terminology that such personnel possess. Many parents are also reluctant to request additional special education services and, even among those who do, such requests are often denied. Given such difficulties, there is a need for special education advocates who can support families in navigating the special education process and advocating on behalf of the child.”

In the article, Prof. Goldman and her colleagues share a number of key findings such as:

• Caregivers of children with ASD were most likely to request support from an advocate.
• Caregivers request help from special education advocates both proactively, to avoid issues and learn about their rights, and after disagreements with the school have already developed.
• Families reported improved partnership with the school after collaborating with an advocate, particularly if the advocate attended an IEP meeting with them. Other positive outcomes included compromise between the family and school and the family getting what they requested. 

“Although many parents advocate for their own child, little is known about support provided from formal, trained special education advocates,” shared Prof. Goldman and her colleagues. “More research is required on the special education advocacy process from a variety of stakeholder perspectives.”

In addition to a bachelor’s degree in education, Assumption also offers a master’s degree in special education that trains education professionals on how to maximize the development of each child in myriad environments. A state-approved program that prepares students for a meaningful teaching career, the program focuses upon preparation for teaching students with mild to moderate disabilities. 

In February 2020, Assumption received state approval for a Certificate of Advanced Graduate Studies (CAGS) in Special Education: Autism Spectrum Disorders. The program was developed closely following guidelines set forth by the Massachusetts Autism Endorsement and will enhance the knowledge and skills of special educators who work with students with autism. Assumption’s program will offer two paths: CAGS only and CAGS with autism endorsement.