Improvements in proxy individualized education program meeting participation among latino parents

Meghan Maureen 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

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Proxy
Hispanic Americans
parents
Parents
Education
participation
autism
education
Special Education
Disabled Children
special education
disability
Research
Autism Spectrum Disorder

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Improvements in proxy individualized education program meeting participation among latino parents. / Burke, Meghan Maureen; Rios, Kristina; Lopez, Brenda; Garcia, Marlene; Magaña, Sandra.

In: Education and Training in Autism and Developmental Disabilities, Vol. 53, No. 4, 01.12.2018, p. 393-404.

Research output: Contribution to journalArticle

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