Examining differences in empowerment, special education knowledge, and family–school partnerships among Latino and White families of children with autism spectrum disorder

Meghan Maureen Burke, Kristina Rios, Marlene Garcia, Sandra Magaña

Research output: Contribution to journalArticle

Abstract

Compared to White families, Latino families of children with autism spectrum disorder (ASD) face systemic barriers when accessing services for their children. Although there is research about systemic barriers among Latino families, less is known about how Latino and White families differ with respect to special education knowledge, family–school partnerships, and empowerment—key traits to access services. In this study, we examined the differences between 44 White and 55 Latino families of children with ASD with respect to special education knowledge, family–school partnerships, and empowerment; we also examined the correlates of special education knowledge, family–school partnerships, and empowerment. Latino parents reported significantly less special education knowledge and less empowerment compared to White parents; notably, among Latino and White families of children with ASD, there was a significant, positive correlation between empowerment and family–school partnerships. Implications for research and practice are discussed.

Original languageEnglish (US)
JournalInternational Journal of Developmental Disabilities
DOIs
StateAccepted/In press - Jan 1 2018

Fingerprint

Special Education
Hispanic Americans
Parents
Research
Autism Spectrum Disorder
Power (Psychology)

Keywords

  • Autism spectrum disorder
  • disability
  • families
  • knowledge
  • latino
  • partnership
  • school

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Psychiatry and Mental health

Cite this

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abstract = "Compared to White families, Latino families of children with autism spectrum disorder (ASD) face systemic barriers when accessing services for their children. Although there is research about systemic barriers among Latino families, less is known about how Latino and White families differ with respect to special education knowledge, family–school partnerships, and empowerment—key traits to access services. In this study, we examined the differences between 44 White and 55 Latino families of children with ASD with respect to special education knowledge, family–school partnerships, and empowerment; we also examined the correlates of special education knowledge, family–school partnerships, and empowerment. Latino parents reported significantly less special education knowledge and less empowerment compared to White parents; notably, among Latino and White families of children with ASD, there was a significant, positive correlation between empowerment and family–school partnerships. Implications for research and practice are discussed.",
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AU - Magaña, Sandra

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