An Analysis of Factors That Contribute to Parent—School Conflict in Special Education

By Jean Lake, Bonnie Billingsley. 2000

262 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d13c991e3e7e8e85561d6bc817c77d2271c50336

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Jessica K. Bacon
2. Julie N. Causton-Theoharis
3. B. Jegatheesan

In Education

1. Jessica K. Bacon
2. Julie N. Causton-Theoharis
3. B. Jegatheesan

Citations in the corpus

• Parents’ attitudes to inclusion of their children with special needs (2003, background): “Even when such a person is available, conflict can arise from divergent perspectives about the child’s needs (Lake & Billingsley, 2000).”
• Cross-Cultural Issues in Parent-Professional Interactions: A Qualitative Study of Perceptions of Asian American Mothers of Children with Developmental Disabilities (2009, background): “For example, mothers resented negative views of their children, a finding that was also echoed inAmerican families (Lake & Billingsley, 2000) as well as South Asian Muslim families (Jegatheesan, 2005, 2009; Jegatheesan et al., 2010).”
• ‘It should be teamwork’: a critical investigation of school practices and parent advocacy in special education (2013, background): “Lake and Billingsley ( 2000 ) analyse factors that contribute to parent–school conflict in special education including: discrepant views of the child, service delivery, devaluing by schools, communication, and level of trust.”