This book documents the experiences of 15 mothers whose children
labeled learning disabled attended public schools during the last
four decades. Despite the right of parents to participate in
educational decision-making, these mothers describe the challenge
of exercising that right. In candid and compelling narratives,
mothers speak to the language of experts, conflicts in shared
decision-making, devaluation of "mother knowledge," and the
influence of race, class, and gender. The constancy of issues
suggests that this landmark legislation may, in fact, have
engendered minimal changes in the lives of mothers and their
children.
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