{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/76521"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/76521","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Factors that escalate parent-school conflict and the value of mediation in special education","abstract":"Conflict resolution strategies in special education are necessary in view of increased disability and civil rights legislation impacting schools. With increase in federal laws and regulations comes an increase in parental expectations and unclear interpretations of \"what is right\" and \"what is legal\" regarding meeting the educational needs of students with disabilities. The purpose of the study was to identify factors that escalate and de-escalate parent-school conflict in special education and to understand the special education mediation process from the perspectives of parents, school officials and mediators in Massachusetts. Data were collected through telephone interviews with 44 participants. Interviews were audiotaped and transcribed verbatim. Parent participants had experienced special education mediation either during the school year 1995-1996 or 1996-1997. School officials and mediators had experienced multiple special education mediations. A grounded theory approach was used to analyze data. Eight categories of factors that escalate parent-school conflict in special education were identified: (a) Discrepant Views of a Child's Needs, (b) Knowledge, (c) Service Delivery, (d) Valuation, (e) Reciprocal Power, (f) Constraints, (g) Communication, and (h) Trust. Participants in each group revealed that the mediation process was of value even though one may not achieve the desired outcome. Strengths of the mediation process were identified in the areas of its ability to provide disclosure, empower participants, provide opportunity for communication, provide suitable outcomes, strengthen relationships and provide a pragmatic approach to problem-solving. Limitations of mediation were reported in it's ability to be misused by participants seeking opportunities for fact-finding and it's lack of ability to be enforced. Results indicated that training in conflict handling strategies is needed by parents and school officials. Results of the study supported using early intervention conflict identification and resolution strategies so that conciliatory attitudes and trust might be preserved in parent-school relationships.","abstract_html":"Conflict resolution strategies in special education are necessary in view of increased disability and civil rights legislation impacting schools. With increase in federal laws and regulations comes an increase in parental expectations and unclear interpretations of "what is right" and "what is legal" regarding meeting the educational needs of students with disabilities. The purpose of the study was to identify factors that escalate and de-escalate parent-school conflict in special education and to understand the special education mediation process from the perspectives of parents, school officials and mediators in Massachusetts. Data were collected through telephone interviews with 44 participants. Interviews were audiotaped and transcribed verbatim. Parent participants had experienced special education mediation either during the school year 1995-1996 or 1996-1997. School officials and mediators had experienced multiple special education mediations. A grounded theory approach was used to analyze data. Eight categories of factors that escalate parent-school conflict in special education were identified: (a) Discrepant Views of a Child's Needs, (b) Knowledge, (c) Service Delivery, (d) Valuation, (e) Reciprocal Power, (f) Constraints, (g) Communication, and (h) Trust. Participants in each group revealed that the mediation process was of value even though one may not achieve the desired outcome. Strengths of the mediation process were identified in the areas of its ability to provide disclosure, empower participants, provide opportunity for communication, provide suitable outcomes, strengthen relationships and provide a pragmatic approach to problem-solving. Limitations of mediation were reported in it's ability to be misused by participants seeking opportunities for fact-finding and it's lack of ability to be enforced. Results indicated that training in conflict handling strategies is needed by parents and school officials. Results of the study supported using early intervention conflict identification and resolution strategies so that conciliatory attitudes and trust might be preserved in parent-school relationships.","abstract_has_math":false,"creators":["Lake, Barbara Jean"],"institution":"Virginia Polytechnic Institute and State University","degree_name":"Ed. D.","degree_level":"doctoral","degree_discipline":"Special Education Administration","degree_department":"Special Education Administration","school":null,"contributors":[],"advisors":[],"committee_chairs":["Billingsley, Bonnie S."],"committee_members":["Salmon, Richard G.","Fortune, Jimmie C.","McGrady, Harold J.","Baptist, Beth"],"year":1998,"date_issued":"1998","date_published":"1998","updated_at":"2026-07-22T22:19:31Z","subjects":["parent-school conflict mediation","conflict resolution"],"languages":["en"],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10919/76521","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Billingsley, Bonnie S."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Salmon, Richard G.","Fortune, Jimmie C.","McGrady, Harold J.","Baptist, Beth"]},{"key":"dc:contributor.department","label":"Department","values":["Special Education Administration"]},{"key":"dc:creator","label":"Author","values":["Lake, Barbara Jean"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2017-03-10T21:55:02Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2017-03-10T21:55:02Z"]},{"key":"dc:date.issued","label":"Date","values":["1998"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Polytechnic Institute and State University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"dc:type.dcmitype","label":"Dc Type Dcmitype","values":["Text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education Administration"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed. 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With increase in federal laws and regulations comes an increase in parental expectations and unclear interpretations of \"what is right\" and \"what is legal\" regarding meeting the educational needs of students with disabilities. The purpose of the study was to identify factors that escalate and de-escalate parent-school conflict in special education and to understand the special education mediation process from the perspectives of parents, school officials and mediators in Massachusetts. Data were collected through telephone interviews with 44 participants. Interviews were audiotaped and transcribed verbatim. Parent participants had experienced special education mediation either during the school year 1995-1996 or 1996-1997. School officials and mediators had experienced multiple special education mediations. A grounded theory approach was used to analyze data. Eight categories of factors that escalate parent-school conflict in special education were identified: (a) Discrepant Views of a Child's Needs, (b) Knowledge, (c) Service Delivery, (d) Valuation, (e) Reciprocal Power, (f) Constraints, (g) Communication, and (h) Trust. Participants in each group revealed that the mediation process was of value even though one may not achieve the desired outcome. Strengths of the mediation process were identified in the areas of its ability to provide disclosure, empower participants, provide opportunity for communication, provide suitable outcomes, strengthen relationships and provide a pragmatic approach to problem-solving. Limitations of mediation were reported in it's ability to be misused by participants seeking opportunities for fact-finding and it's lack of ability to be enforced. Results indicated that training in conflict handling strategies is needed by parents and school officials. Results of the study supported using early intervention conflict identification and resolution strategies so that conciliatory attitudes and trust might be preserved in parent-school relationships."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ed. 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With increase in federal laws and regulations comes an increase in parental expectations and unclear interpretations of \"what is right\" and \"what is legal\" regarding meeting the educational needs of students with disabilities. The purpose of the study was to identify factors that escalate and de-escalate parent-school conflict in special education and to understand the special education mediation process from the perspectives of parents, school officials and mediators in Massachusetts. Data were collected through telephone interviews with 44 participants. Interviews were audiotaped and transcribed verbatim. Parent participants had experienced special education mediation either during the school year 1995-1996 or 1996-1997. School officials and mediators had experienced multiple special education mediations. A grounded theory approach was used to analyze data. Eight categories of factors that escalate parent-school conflict in special education were identified: (a) Discrepant Views of a Child's Needs, (b) Knowledge, (c) Service Delivery, (d) Valuation, (e) Reciprocal Power, (f) Constraints, (g) Communication, and (h) Trust. Participants in each group revealed that the mediation process was of value even though one may not achieve the desired outcome. Strengths of the mediation process were identified in the areas of its ability to provide disclosure, empower participants, provide opportunity for communication, provide suitable outcomes, strengthen relationships and provide a pragmatic approach to problem-solving. Limitations of mediation were reported in it's ability to be misused by participants seeking opportunities for fact-finding and it's lack of ability to be enforced. Results indicated that training in conflict handling strategies is needed by parents and school officials. Results of the study supported using early intervention conflict identification and resolution strategies so that conciliatory attitudes and trust might be preserved in parent-school relationships."],"dc:description.degree":["Ed. D."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["http://hdl.handle.net/10919/76521"],"dc:language.iso":["en"],"dc:publisher":["Virginia Polytechnic Institute and State University"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["parent-school conflict mediation","conflict resolution"],"dc:title":["Factors that escalate parent-school conflict and the value of mediation in special education"],"dc:type":["Dissertation"],"dc:type.dcmitype":["Text"],"thesis:degree_discipline":["Special Education Administration"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Ed. 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