Parents’ Perspectives about Special Education Needs during Covid-19
Differences between Spanish and English-Speaking Parents
Bibliographic Data
| ID | 12763322 |
|---|---|
| Authors | Laura A Alba (0000-0002-5044-9741, University of California, Riverside, corresponding author), Jessica Mercado Anazagasty (0000-0002-0485-0550, University of California, Riverside), Anacary Ramirez (University of California, Riverside), Austin H Johnson (0000-0003-3547-3863, University of California, Riverside) |
| Year | 2022 |
| Volume | 21 |
| Issue | 3 |
| Pages | 239-250 |
| Publication date | 2022-03-30 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Latinos and Education (JOURNAL) |
| Journal identifiers | ISSN: 1532-771X • E-ISSN: 1534-8431 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15348431.2022.2056184 |
| OpenAlex | W4221044309 |
| Language | EN |
| Citations received | 5 |
| References cited | 19 |
The purpose of this study was to explore parents’ perspectives about the special education process during the COVID-19 pandemic. The sample consisted of Spanish-speaking and English-speaking parents (N = 102) of children receiving special education services. Results indicated that language (English or Spanish), but not household income or parental education, was significantly associated with whether or not a child was receiving special education services during COVID-19, such that English-speaking parents were more likely to report that their child was receiving services relative to Spanish-speaking parents. The same predictors along with consideration of culture were used to examine the level of challenge children experience with online special education services. Language and consideration of one’s culture were significantly associated with the level of challenge children experienced when receiving online special education services, in which Spanish-speaking parents and parents who perceived that the IEP team rarely considered their child’s culture reported having more difficulty. Qualitative responses suggested that most parents were worried about their children regressing in academic gains. Preliminary results emphasize the need for understanding the perspectives of parents in navigating special education services to enhance equity in service access
Coronavirus disease 2019 (COVID-19 · Developmental psychology · Equity (law · Medical education · Pandemic · Pedagogy · Political science · Sample (material · Service (business · Special education · Special needs · Family and Disability Support Research · Inclusion and Disability in Education and Sport · Medicine · Parental Involvement in Education · Psychology
Emphasizing the Experiences of Spanish-Speaking Families of Children in Special Education
Civic Engagement and Latina Immigrant Mothers' Remote Learning Involvement During Covid ‐19 1
Remote Schooling During the Covid-19 Pandemic
Pandemic-Era Schooling with Multilingual Learners
Exploring Multilevel Promoting and Hindering Factors of the Health of Immigrant Mothers of Children with Disabilities During Covid-19 Using Multilingual Participatory Action Inquiry
Stress and parenting during the global Covid-19 pandemic
A Step Forward in the Conceptualization and Measurement of Parental Burnout
Advocating for Children During the Covid-19 School Closures
Barriers to School Involvement
Examining the impact of Covid‐19 in ethnically diverse families with young children with intellectual and developmental disabilities
Statistical power analyses using G*Power 3.1
Experiences of Latino Families With Their Child's Special Education Program
The Voices of Latino Families Raising Children With Special Needs
Individualized Educational Plan (IEP) Meetings and Mexican American Parents
Latina Mothers’ Cultural Beliefs About Their Children, Parental Roles, and Education
Negotiating the American Dream
| Unique citing works | 5 |
|---|---|
| Citations per year | 1.25 |
| Citation span | 2022 - 2025 (4) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 5 |