A pilot evaluation of an advocacy programme on knowledge, empowerment, family-school partnership and parent well-being.
A pilot evaluation of an advocacy programme on knowledge, empowerment, family-school partnership and parent well-being.
复制标题
对知识、赋权、家庭与学校伙伴关系和家长福祉的宣传计划进行试点评估。
DOI：
10.1111/jir.12613
复制
发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Kristina Rios
中科院分区：
文献类型：
--
作者：
M. Burke;Chung eun Lee;Kristina Rios
背景
在国际上，人们已经认识到，父母需要倡导他们的残疾子女接受服务。然而，许多家长发现，由于系统和后勤障碍，宣传工作很困难。因此，残疾儿童的父母可以寻求特殊教育倡导者帮助他们了解子女的权利并获得服务。然而，很少有关于培养特殊教育倡导者的方案的研究。
方法
在本研究中，我们进行了一项比较研究，以确定一个倡导计划（即志愿者倡导计划）的主要成果（即特殊教育知识）和其他成果（即家庭与学校的伙伴关系，赋权和家长福祉）的关联。具体而言，2017年，从美国残疾人组织招募了34名参与者，他们都是残疾儿童的母亲。17名母亲参加了干预组（即宣传培训），17名母亲参加了等待名单对照组。志愿者宣传项目是一个36小时的宣传培训，让个人获得工具和情感知识，为自己的残疾儿童和其他家庭宣传。所有参与者都完成了前调查和后调查;只有干预组参与者完成了6个月的随访调查。
结果
与17名等待名单对照组相比，17名干预组参与者在特殊教育知识，P = 0.002，η2 = 0.32和自我掌握方面有所改善，P = 0.04，η2 = 0.15，而家校合作质量下降，P = 0.002，η2 = 0.32。在后续调查中，干预组参与者表现出增强权能，P = 0.04，η2 = 0.29，特殊教育知识，P = 0.02，η2 = 0.38。
结论
研究的影响，包括需要一个随机对照试验进行了讨论，也，从业人员需要评估宣传培训计划的有效性。
BACKGROUND
Internationally, it has been recognised that parents need to advocate for their children with disabilities to receive services. However, many parents find advocacy difficult because of systemic and logistical barriers. As such, parents of children with disabilities may seek a special education advocate to help them understand their child's rights and secure services. Yet little research has been conducted about programmes to develop special education advocates.
METHODS
In this study, we conducted a comparison study to determine the association of an advocacy programme (i.e. the Volunteer Advocacy Project) on a primary outcome (i.e. special education knowledge) and other outcomes (i.e. family-school partnership, empowerment and parent well-being). Specifically, in 2017, 34 participants, all mothers of children with disabilities, were recruited from disability organisations in the USA. Seventeen mothers participated in the intervention group (i.e. the advocacy training), while 17 mothers participated in the wait list control group. The Volunteer Advocacy Project is a 36 hr advocacy training for individuals to gain instrumental and affective knowledge to advocate for their own children with disabilities and for other families. All participants completed a pre-survey and post-survey; only intervention group participants completed a 6-month follow-up survey.
RESULTS
Compared with 17 wait list control group participants, the 17 intervention group participants demonstrated improvements in special education knowledge, P = 0.002, η2 = 0.32, and self-mastery, P = 0.04, η2 = 0.15, and decreases in the quality of family-school partnerships, P = 0.002, η2 = 0.32. At the follow-up survey, intervention group participants demonstrated increases in empowerment, P = 0.04, η2 = 0.29, and special education knowledge, P = 0.02, η2 = 0.38.
CONCLUSIONS
Implications for research including the need for a randomised controlled trial are discussed; also, practitioners need to evaluate advocacy training programmes regarding their effectiveness.
影响因子：
7.6
作者：
SCHEIER, MF;CARVER, CS;BRIDGES, MW
通讯作者：
BRIDGES, MW