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 dyads. Findings indicate that advocates and parents agreed on the advocacy process. Participants reported that schools often responded positively to the advocate; however, some schools were confrontational and surprised. Regardless of the school’s response, advocates and parents perceived that advocacy positively influenced child and family outcomes. Implications for research, practice, and policy are discussed.

中文翻译：

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根据家庭和拥护者探索特殊教育的倡导过程

尽管许多父母报告说需要倡导者为残疾儿童提供特殊教育服务，但倡导程序在很大程度上尚未开发，尤其是在学校和儿童成绩方面。这项研究的目的是通过对9位家长-提倡者进行访谈，以探索特殊教育的提倡过程。调查结果表明，倡导者和父母同意了倡导程序。参加者报告说，学校经常对倡导者做出积极回应。但是，有些学校充满对抗和惊讶。无论学校的反应如何，倡导者和家长都认为倡导对孩子和家庭的成绩产生了积极的影响。讨论了对研究，实践和政策的影响。