ASMA ALZAHRANI,JEHAD ALNOAIM,FAWAZ ALHOSSYAN
DOI: https://doi.org/This qualitative study attempts to delve into the experiences of special education teachers as advocates within the context of the Individualized Education Program (IEP) process. Making use of extensive interviews with the educators, the study connects professional identity, collaboration, institutional support, and reflective practice to advocacy endeavours. The findings point toward a very strong professional identity and sense of moral responsibility impelling special education teachers to engage actively in the development and/or implementation of IEPs. Sharing trust between educators and the families, having shared goals, and having clear communication with families enhanced the advocacy process. However, teachers highlighted their barriers, such as administrative impositions that limit collaboration and ambiguities regarding the delineation of the responsibilities of educators and families. The results reveal how adequate human and material resources, as well as positive leadership in the school, promote and sustain the advocacy processes. Further, positive interaction in IEP meetings engenders feelings of belonging and joint responsibility with the attending teachers toward student outcomes. These findings might make their way into the growing understanding about special education advocacy by describing interpersonal and institutional conditions that support or impede the meaningful participation of teachers.The study offers implications for policy, practice, and professional development aimed at empowering educators in their advocacy roles.
