Comparing Special Education Experiences Among Spanish- and English-Speaking Parents of Children with Disabilities
| Autor: | James Lee, Janeth Aleman-Tovar, Kristina Rios, Meghan M. Burke, Zach Rossetti, Kristen Schraml-Block, Javier I. Rivera |
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| Rok vydání: | 2020 |
| Předmět: |
030506 rehabilitation
medicine.medical_specialty Public health media_common.quotation_subject 05 social sciences Physical Therapy Sports Therapy and Rehabilitation Legislation Special education Focus group Developmental psychology 03 medical and health sciences Developmental and Educational Psychology medicine 0501 psychology and cognitive sciences 0305 other medical science Psychology 050104 developmental & child psychology Diversity (politics) media_common |
| Zdroj: | Journal of Developmental and Physical Disabilities. 33:117-135 |
| ISSN: | 1573-3580 1056-263X |
| DOI: | 10.1007/s10882-020-09736-y |
| Popis: | 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. |
| Databáze: | OpenAIRE |
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