NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 10 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Burke, Meghan M.; Rossetti, Zach; Aleman-Tovar, Janeth; Rios, Kristina – Journal of Applied Research in Intellectual Disabilities, 2021
Internationally, parents of children with intellectual and developmental disabilities have historically engaged in advocacy leading to compulsory education for their children. However, few parents have reported civic engagement. Although empowerment is related to parent advocacy, it is unclear whether empowerment relates to civic engagement. Thus,…
Descriptors: Empowerment, Citizen Participation, Parents, Intellectual Disability
Peer reviewed Peer reviewed
Direct linkDirect link
Lee, Chung E.; Burke, Meghan M. – Intellectual and Developmental Disabilities, 2021
Given the increased longevity of people with intellectual and developmental disabilities (IDD), future planning programs are becoming increasingly common. However, although siblings are likely to fulfill caregiving roles for people with IDD, siblings have not been included in future planning interventions. The purpose of this study was to evaluate…
Descriptors: Intellectual Disability, Developmental Disabilities, Siblings, Family Role
Peer reviewed Peer reviewed
Direct linkDirect link
Burke, Meghan M.; Lee, Chung eun; Carlson, Sarah R.; Arnold, Catherine K. – International Journal of Developmental Disabilities, 2020
Although adult siblings often fulfill caregiving roles for their brothers and sisters with intellectual and developmental disabilities (IDD) and report needing support, little intervention research has been conducted with adult siblings of individuals with IDD. The purpose of this pilot study was to examine the preliminary outcomes of a leadership…
Descriptors: Adults, Siblings, Intellectual Disability, Developmental Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Rios, Kristina; Burke, Meghan M. – Exceptionality, 2021
Family-professional partnership is an essential component of the special education process for children with intellectual and/or developmental disabilities (IDD). However, many families face barriers to participation in the special education process. Latino families especially face systemic barriers when participating in educational…
Descriptors: Parent Education, Special Education, Students with Disabilities, Barriers
Peer reviewed Peer reviewed
Direct linkDirect link
Rossetti, Zach; Burke, Meghan M. – Exceptionality, 2019
Within special education policy and practice, parents are expected to advocate for their children to receive appropriate special education and related services. However, the majority of parents report feeling disempowered to advocate; families from culturally and linguistically diverse (CLD) backgrounds may feel especially disempowered. Federally…
Descriptors: Parent Participation, Advocacy, Cultural Differences, Language Usage
Peer reviewed Peer reviewed
Direct linkDirect link
Burke, Meghan M.; Rios, Kristina; Lee, Chung eun – Journal of Special Education, 2019
Although many parents report needing advocates to receive special education services for their children with disabilities, the advocacy process is largely unexplored especially in relation to school and child outcomes. The purpose of this study was to explore the special education advocacy process by conducting interviews with nine parent-advocate…
Descriptors: Advocacy, Children, Students with Disabilities, Parent Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Burke, Meghan M.; Rios, Kristina; Garcia, Marlene; Magaña, Sandra – International Journal of Developmental Disabilities, 2020
Compared to White families, Latino families of children with autism spectrum disorder (ASD) face systemic barriers when accessing services for their children. Although there is research about systemic barriers among Latino families, less is known about how Latino and White families differ with respect to special education knowledge, family-school…
Descriptors: Autism, Pervasive Developmental Disorders, Empowerment, Special Education
Peer reviewed Peer reviewed
Direct linkDirect link
Taylor, Julie Lounds; Hodapp, Robert M.; Burke, Meghan M.; Waitz-Kudla, Sydney N.; Rabideau, Carol – Journal of Autism and Developmental Disorders, 2017
This study presents findings from a pilot randomized controlled trial, testing a 12-week intervention to train parents of youth with autism spectrum disorder (ASD) to advocate for adult disability services--the Volunteer Advocacy Program-Transition (VAP-T). Participants included 41 parents of youth with ASD within 2 years of high school exit,…
Descriptors: Randomized Controlled Trials, Intervention, Parent Education, Autism
Peer reviewed Peer reviewed
Direct linkDirect link
Burke, Meghan M.; Goldman, Samantha E. – Journal of Special Education, 2017
Many parents struggle to advocate for their children with disabilities to obtain services at school. Subsequently, parents may turn to special education advocates to help ensure that their children receive appropriate services. However, it is unclear how special education advocates support families and secure services for children with…
Descriptors: Special Education, Advocacy, Change Agents, Phenomenology
Peer reviewed Peer reviewed
Direct linkDirect link
Burke, Meghan M. – Rural Special Education Quarterly, 2017
Latino students and their families are the fastest growing minority group in the country, yet it is unclear whether rural (vs. urban) Latino families of students with disabilities have different needs. In this pilot study, 65 Latino family members of students with disabilities (15 rural; 50 urban) responded to a questionnaire about empowerment,…
Descriptors: Empowerment, Hispanic American Students, Rural Areas, Urban Areas