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 journalArticleResearchpeer-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.
Translated title of the contributionAdvocacy among parent of children with developmental disabilities and exclusion mechanisms within preschool and school: a scoping review
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

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