Skip to main content
Top
Gepubliceerd in:

03-02-2022 | Original Paper

Dual Roles: Experiences of Special Educators who are Mothers of a Child with a Disability

Auteurs: Estyr M. Bomgardner, Amy L. Accardo

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 3/2022

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

Very little is known about the experiences of women who are both mothers of children with disability labels and special educators. Mothers who are not special educators often describe difficulties navigating special education systems and advocating for their children. Mother-special educators have unique insights and experiences that may benefit other members of the special education community, such as mothers who may encounter barriers from teachers or administrators. Our study investigates the experiences of mother-special educators using a multi-part online survey. Survey results (N = 66) revealed that the majority of participants felt that being a mother of a child with a disability label strengthened their special education practices and made the special education system easier to navigate. Mother-special educators described some dual-role tensions, such as heavy demands on their time, parenting pressures, and tensions that arose from teaching in the same district where their child attended school. Participants described their dual role as an asset when advocating for their students or their own child, and felt that they were better able to relate to other parents than educators who were not also mothers of a child with a disability label. Recommendations included educational administrators and special education teachers seeking out dual role perspectives to better address systemic special education issues such as improving inclusive practices and providing effective accommodations and services.
Literatuur
go back to reference Creswell, J. (2013). Qualitative inquiry and research design: Choosing among five approaches. 3rd ed. Thousand Oaks, CA: Sage Creswell, J. (2013). Qualitative inquiry and research design: Choosing among five approaches. 3rd ed. Thousand Oaks, CA: Sage
go back to reference Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004) Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004)
go back to reference Landsman, G. H. (2009). Reconstructing disability and motherhood in the age of perfect babies. New York, NY: Routledge Landsman, G. H. (2009). Reconstructing disability and motherhood in the age of perfect babies. New York, NY: Routledge
go back to reference Saldana, J. (2009). An introduction to codes and coding. The coding manual for qualitative researchers, 3. Thousand Oaks, CA: Sage Saldana, J. (2009). An introduction to codes and coding. The coding manual for qualitative researchers, 3. Thousand Oaks, CA: Sage
go back to reference Sousa, A. C. (2011). From refrigerator mothers to warrior‐heroes: The cultural identity transformation of mothers raising children with intellectual disabilities. Symbolic Interaction, 34(2), 220–243CrossRef Sousa, A. C. (2011). From refrigerator mothers to warrior‐heroes: The cultural identity transformation of mothers raising children with intellectual disabilities. Symbolic Interaction, 34(2), 220–243CrossRef
go back to reference Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. SAGE Publications Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. SAGE Publications
Metagegevens
Titel
Dual Roles: Experiences of Special Educators who are Mothers of a Child with a Disability
Auteurs
Estyr M. Bomgardner
Amy L. Accardo
Publicatiedatum
03-02-2022
Uitgeverij
Springer US
Gepubliceerd in
Journal of Child and Family Studies / Uitgave 3/2022
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI
https://doi.org/10.1007/s10826-022-02231-2

Andere artikelen Uitgave 3/2022

Journal of Child and Family Studies 3/2022 Naar de uitgave