| The voices of parents of students labeled severely emotionally disturbed are rarely heard in educational research. There is evidence that these parents resist being involved with schools because they feel educators think that parents are the root of their child's emotional disturbance.;This study provides an opportunity to hear the voices of three parents of students considered emotionally disturbed. Using a narrative method of research, parents were asked, "What can you tell me about being the parent of a student labeled emotionally disturbed?" Taped interviews were transcribed, selections were carved out, and stories were written to contextualize accounts. These stories, written in collaboration with the parents, were designed to draw the audience into the experience, as interactive readers.;In these stories, the parents expressed concerns about the blaming, controlling nature of the behavioral approach in special education. What they wanted instead, was an approach that fostered a caring relationship between educators, parents, and students. |
