Parent Advocacy and Social Inclusion: Supporting Children With Developmental Exceptionalities During the Transition to Kindergarten

• In Event: Roundtable Session 96
  In Roundtable Session: Involving Families of Children With Disabilities

Abstract

The purpose of this current paper was to explore parent involvement and advocacy in promoting inclusion in three case studies of children with developmental delays and disabilities (DD) as they transitioned from preschool programs to school. We focus on the beliefs and goals, challenges and successful actions of parents and educators concerning the inclusion of children in both social and academic learning as active members of the classroom community. Parent knowledge of their child and the school system, and meaningful communication and collaboration between parents, educators and involved health professionals are key themes. While participating parents used varying approaches to communicate with educators and advocate for their child, all parents shared the common goal of social inclusion.

Authors

• Jenn Dods, Queen's University

• Angela Pyle, Queen's University

• C.J. Dalton, Queen's University

• Nancy L. Hutchinson, Queen's University

• Michelle Villeneuve, Queen's University