IDEA and collaboration: a Bakhtinian perspective on parent and professional discourse

Area of Science:

• Sociolinguistics
• Special Education
• Disability Studies

Background:

• The Individuals with Disabilities Education Act (IDEA) mandates parental involvement in educational decisions for children with disabilities.
• However, a significant gap exists between the legal right to involvement and the actual practice of parental inclusion in special education.
• Discourse analysis, informed by Bakhtin's theories, offers a framework for understanding communication dynamics in parent-professional interactions.

Purpose of the Study:

• To analyze the discourse between parents and school professionals in special education committee meetings.
• To examine how Bakhtin's theories of language can illuminate power dynamics and communication barriers in these settings.
• To advocate for a more dialogic and collaborative approach to special education decision-making.

Main Methods:

• A qualitative analysis drawing on Bakhtin's theories of dialogism and heteroglossia.
• Examination of the interplay between academic literature, professional perspectives, and parental lived experiences.
• Focus on the language and interaction patterns within special education committee meetings.

Main Results:

• School professionals frequently disqualify or marginalize parents' voices, despite legal mandates for collaboration.
• Bakhtin's linguistic theories reveal how professional discourse can dominate and silence parental perspectives.
• This silencing creates an obstacle to authentic partnership and effective educational planning for children with disabilities.

Conclusions:

• A shift towards mutual dialogic exchange between parents and professionals is essential for authentic collaboration.
• Recognizing and valuing parents' unique knowledge and experiences can improve educational outcomes.
• Implementing Bakhtinian principles can foster more equitable and effective communication in special education.