Emphasizing the Experiences of Spanish-Speaking Families of Children in Special Education
A Review
Bibliographic Data
| ID | 16787014 |
|---|---|
| Authors | Laura A Alba (0000-0002-5044-9741, Southwestern Medical Center, corresponding author) |
| Year | 2025 |
| Volume | 24 |
| Issue | 3 |
| Pages | 760-775 |
| Publication date | 2025-05-27 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Latinos and Education (JOURNAL) |
| Journal identifiers | ISSN: 1532-771X • E-ISSN: 1534-8431 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15348431.2024.2413516 |
| OpenAlex | W4403250952 |
| Language | EN |
| References cited | 49 |
Culturally and linguistically diverse parents, notably Spanish-speaking individuals, encounter formidable obstacles in their involvement with the special education process in U.S. public schools. This review aimed to highlight existing literature investigating the experiences of Spanish-speaking parents navigating the special education landscape for their children. Nineteen articles were included in the review. Results revealed that Spanish-speaking parents of children in special education often experience challenges that marginalize their position in pivotal discussions concerning their children’s education. These obstacles included challenges in comprehending specialized terminology and limited access to interpretation and translation services, racism and discrimination, disempowerment, and lack of family-school communication. Further, parents reported feeling prevented from actively participating in crucial aspects of their child’s educational needs and the development of appropriate interventions and support. Implications for future research and equitable school-based practice are described
Developmental psychology · Pedagogy · Sociology · Special education · Collaborative Teaching and Inclusion · Family and Disability Support Research · Parental Involvement in Education · Psychology
Achieving Equity in Special Education
Equity Issues in Parental and Community Involvement in Schools
La Transición
Racial Inequality in Psychological Research
The Latino Community is Not Accustomed to Arguing for the Rights of Their Children”
Individualized Educational Plan (IEP) Meetings and Mexican American Parents
Parents’ Perspectives about Special Education Needs during Covid-19
It should be teamwork’
Parental voices on Individualized Education Programs
Rethinking the Individualized Education Plan process
Bilingual and Monolingual Parents’ Counterstories of the Individualized Education Program (IEP) Meeting
The Development of Individualized Education Programs
| Highly cited | No |
|---|