Supporting children with disabilities at school: implications for the advocate role in professional practice and education

Disability and Rehabilitation
Stella L NgFarah Friesen

Abstract

School settings are a common practice context for rehabilitation professionals; health advocacy is a common and challenging practice role for professionals in this context. This study explored how pediatric practitioners advocate for children with disabilities at school. Specifically, we examined everyday advocacy in the context of school-based support for children with disabilities. Our theoretical framework and methodological approach were informed by institutional ethnography, which maps and makes visible hidden social coordinators of work processes with a view to improving processes and outcomes. We included families, educators, and health/rehabilitation practitioners from Ontario. Of the 37 consented informants, 27 were interviewed and 15 observed. Documents and texts were collected from the micro-level (e.g. clinician reports) and the macro-level (e.g. policies). Pediatric practitioners' advocacy work included two main work processes: spotlighting invisible disabilities and orienteering the special education terrain. Practitioners advocated indirectly, by proxy, with common proxies being documents and parents. Unintended consequences of advocacy by proxy included conflict and inefficiency, which were often unknown to the ...Continue Reading

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Citations

Nov 22, 2016·Medical Teacher·Maria HubinetteJonathan Sherbino
Jan 9, 2020·Medical Education·Stella L NgShanon Phelan
May 16, 2019·International Journal of Audiology·Stella L NgShanon K Phelan
Jan 2, 2022·Advances in Health Sciences Education : Theory and Practice·Stella L NgNicole N Woods

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