Improvements in proxy individualized education program meeting participation among latino parents

Meghan M. Burke, Kristina Rios, Brenda Lopez, Marlene Garcia, Sandra Magaña

Research output: Contribution to journalArticle

Abstract

Although expected to be equal partners in the special education process, parents of children with disabilities often struggle to participate in individualized education program (IEP) meetings. Specifically, Latino parents of children with autism spectrum disorder (ASD) face systemic barriers occluding their participation and advocacy in IEP meetings. In this study, 22 Latino parents of children with ASD participated in an advocacy training. Before and after the advocacy training, participants read and responded to a proxy IEP transcript designed to gauge their participation and advocacy in IEP meetings. After completing the advocacy training, participants demonstrated significant increases in the number of words used, turns taken, and appropriate, advocacy comments. Implications for research and practice are discussed.

Original languageEnglish (US)
Pages (from-to)393-404
Number of pages12
JournalEducation and Training in Autism and Developmental Disabilities
Volume53
Issue number4
StatePublished - Dec 1 2018

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Fingerprint Dive into the research topics of 'Improvements in proxy individualized education program meeting participation among latino parents'. Together they form a unique fingerprint.

  • Cite this