Comparing Special Education Experiences among Spanish- and English-Speaking Parents of Children with Disabilities

Autor/inn/en	Burke, Meghan M.; Rossetti, Zach; Aleman Tovar, Janeth; Rios, Kristina; Lee, James D.; Schraml-Block, Kristen; Rivera, Javier I.
Titel	Comparing Special Education Experiences among Spanish- and English-Speaking Parents of Children with Disabilities
Quelle	(2021), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Spanish Speaking; English; Barriers; Students with Disabilities; Parent Participation; Participative Decision Making; Educational Legislation; Equal Education; Federal Legislation; Parent Attitudes; Access to Education; Educational Quality; Interpersonal Communication; Power Structure; Special Education; Teacher Competencies; Empowerment; Tennessee; Illinois + Suchen Sie Ihr Suchwort? English language; Englisch; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Elternmitwirkung; Bildungsrecht; Schulgesetz; Bundesrecht; Elternverhalten; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Interpersonale Kommunikation; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrkunst
Abstract	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. [This paper was published in "Journal of Developmental and Physical Disabilities" v33 n1 p117-135 2021.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01