Advocacy de parents d’enfants ayant un trouble du développement et mécanismes d’exclusion préscolaires et scolaires: étude de portée

Translated title of the contribution: Advocacy among parent of children with developmental disabilities and exclusion mechanisms within preschool and school: a scoping review

Celine Chatenoud, Delphine Odier-Guedj, Sophie Camard, Mélina Rivard, Heather Aldersey, Ann Turnbull

Research output: Contribution to journal › Article › Research › peer-review

Abstract

This scoping review draws a portrait of current literature in the field of early childhood on parents’ advocacy against exclusion mechanisms still frequently experienced by their children with a developmental disability in our education systems which seek to be more inclusive. Twenty-two journal articles have been selected, demonstrating that parents face a twofold exclusion process. On the one hand, they fight for their children’s right to an inclusive education and, on the other hand, for their own right to fully and actively be part of the educational team. In order to push back against this phenomenon, one can rely on a model of partnership between families and service providers.
Original languageFrench
Pages (from-to)388-406
Number of pages19
JournalMcGill Journal of Education
Volume54
Issue number2
Publication statusPublished - 2019

Keywords

  • Developmental disabilities
  • Advocacy
  • Parenting practices
  • Inclusive education
  • Parental involvement

Cite this

Chatenoud, Celine ; Odier-Guedj, Delphine ; Camard, Sophie ; Rivard, Mélina ; Aldersey, Heather ; Turnbull, Ann. / Advocacy de parents d’enfants ayant un trouble du développement et mécanismes d’exclusion préscolaires et scolaires : étude de portée. In: McGill Journal of Education. 2019 ; Vol. 54, No. 2. pp. 388-406.
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abstract = "This scoping review draws a portrait of current literature in the field of early childhood on parents’ advocacy against exclusion mechanisms still frequently experienced by their children with a developmental disability in our education systems which seek to be more inclusive. Twenty-two journal articles have been selected, demonstrating that parents face a twofold exclusion process. On the one hand, they fight for their children’s right to an inclusive education and, on the other hand, for their own right to fully and actively be part of the educational team. In order to push back against this phenomenon, one can rely on a model of partnership between families and service providers.",
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Chatenoud, C, Odier-Guedj, D, Camard, S, Rivard, M, Aldersey, H & Turnbull, A 2019, 'Advocacy de parents d’enfants ayant un trouble du développement et mécanismes d’exclusion préscolaires et scolaires: étude de portée', McGill Journal of Education, vol. 54, no. 2, pp. 388-406.

Advocacy de parents d’enfants ayant un trouble du développement et mécanismes d’exclusion préscolaires et scolaires : étude de portée. / Chatenoud, Celine; Odier-Guedj, Delphine; Camard, Sophie; Rivard, Mélina; Aldersey, Heather; Turnbull, Ann.

In: McGill Journal of Education, Vol. 54, No. 2, 2019, p. 388-406.

Research output: Contribution to journal › Article › Research › peer-review

TY - JOUR

T1 - Advocacy de parents d’enfants ayant un trouble du développement et mécanismes d’exclusion préscolaires et scolaires

T2 - étude de portée

AU - Chatenoud, Celine

AU - Odier-Guedj, Delphine

AU - Camard, Sophie

AU - Rivard, Mélina

AU - Aldersey, Heather

AU - Turnbull, Ann

PY - 2019

Y1 - 2019

N2 - This scoping review draws a portrait of current literature in the field of early childhood on parents’ advocacy against exclusion mechanisms still frequently experienced by their children with a developmental disability in our education systems which seek to be more inclusive. Twenty-two journal articles have been selected, demonstrating that parents face a twofold exclusion process. On the one hand, they fight for their children’s right to an inclusive education and, on the other hand, for their own right to fully and actively be part of the educational team. In order to push back against this phenomenon, one can rely on a model of partnership between families and service providers.

AB - This scoping review draws a portrait of current literature in the field of early childhood on parents’ advocacy against exclusion mechanisms still frequently experienced by their children with a developmental disability in our education systems which seek to be more inclusive. Twenty-two journal articles have been selected, demonstrating that parents face a twofold exclusion process. On the one hand, they fight for their children’s right to an inclusive education and, on the other hand, for their own right to fully and actively be part of the educational team. In order to push back against this phenomenon, one can rely on a model of partnership between families and service providers.

KW - Developmental disabilities

KW - Advocacy

KW - Parenting practices

KW - Inclusive education

KW - Parental involvement

M3 - Article

VL - 54

SP - 388

EP - 406

JO - McGill Journal of Education

JF - McGill Journal of Education

SN - 0024-9033

IS - 2

ER -

Chatenoud C, Odier-Guedj D, Camard S, Rivard M, Aldersey H, Turnbull A. Advocacy de parents d’enfants ayant un trouble du développement et mécanismes d’exclusion préscolaires et scolaires: étude de portée. McGill Journal of Education. 2019;54(2):388-406.

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