Due to systemic barriers, Spanish-speaking (versus English-speaking) parents of children with disabilities are less likely to participate in educational decision-making. However, little research has directly compared special education experiences between both populations. The purpose of this study was to explore the differences and similarities between Spanish-speaking (n = 12) and English-speaking (n = 44) parents of children with disabilities. Specifically, six focus groups were conducted in either English or Spanish in two states. There were three main findings: exacerbated negative experiences (e.g., disempowerment and lack of teacher knowledge) for Spanish-speaking (versus English-speaking) parents, unique communication barriers among Spanish-speaking families and shared barriers among English- and Spanish-speaking parents. Implications for research and practice are discussed.
|Original language||English (US)|
|Journal||Journal of Developmental and Physical Disabilities|
|State||Accepted/In press - Jan 1 2020|
ASJC Scopus subject areas
- Physical Therapy, Sports Therapy and Rehabilitation
- Developmental and Educational Psychology