Exploring Differences in Spanish- and English-Speaking Parents’ Experiences With Individualized Education Program Meetings

IF 2.3 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2024-07-31 DOI:10.1177/07419325241267240

Jessica Mercado-Anazagasty, Anacary Ramirez, Laura A. Alba, Austin H. Johnson

{"title":"Exploring Differences in Spanish- and English-Speaking Parents’ Experiences With Individualized Education Program Meetings","authors":"Jessica Mercado-Anazagasty, Anacary Ramirez, Laura A. Alba, Austin H. Johnson","doi":"10.1177/07419325241267240","DOIUrl":null,"url":null,"abstract":"This study aimed to explore the experiences of parents ( N = 177; Spanish-speaking and English-speaking parents) of children with disabilities navigating the special education process. This descriptive study collected quantitative and qualitative data through an electronic survey. Results describe Spanish- and English-speaking parent’s experience during Individualized Education Program (IEP) meetings, challenges in attending IEP meetings, special education knowledge, participation during IEP meetings, feelings of discrimination, parental stress, and dissatisfaction with special education services. Spanish-speaking parents reported less special education rights knowledge and feeling more discrimination at IEP meetings in comparison to English speakers and reported language barriers and inadequate interpretation services as challenges to attending an IEP meeting. Findings highlight the need for equitable parent-school partnerships to support and empower all families. Awareness of the unique experiences of Spanish-speaking families may further equitable school efforts to serve this population and other linguistically diverse parents.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":null,"pages":null},"PeriodicalIF":2.3000,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Remedial and Special Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/07419325241267240","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 0

Abstract

This study aimed to explore the experiences of parents ( N = 177; Spanish-speaking and English-speaking parents) of children with disabilities navigating the special education process. This descriptive study collected quantitative and qualitative data through an electronic survey. Results describe Spanish- and English-speaking parent’s experience during Individualized Education Program (IEP) meetings, challenges in attending IEP meetings, special education knowledge, participation during IEP meetings, feelings of discrimination, parental stress, and dissatisfaction with special education services. Spanish-speaking parents reported less special education rights knowledge and feeling more discrimination at IEP meetings in comparison to English speakers and reported language barriers and inadequate interpretation services as challenges to attending an IEP meeting. Findings highlight the need for equitable parent-school partnerships to support and empower all families. Awareness of the unique experiences of Spanish-speaking families may further equitable school efforts to serve this population and other linguistically diverse parents.

查看原文本刊更多论文

探索讲西班牙语和英语的家长在参加个性化教育计划会议时的体验差异

本研究旨在探讨残疾儿童家长（人数=177；讲西班牙语和英语的家长）在特殊教育过程中的经验。这项描述性研究通过电子调查收集定量和定性数据。研究结果描述了讲西班牙语和英语的家长在个体化教育计划（IEP）会议期间的经历、参加 IEP 会议所面临的挑战、特殊教育知识、参与 IEP 会议的情况、歧视感、家长压力以及对特殊教育服务的不满。与讲英语的家长相比，讲西班牙语的家长对特殊教育权利的了解较少，在个人教育计划会议上感受到的歧视较多，他们还表示，语言障碍和口译服务不足是参加个人教育计划会议所面临的挑战。研究结果突出表明，有必要建立公平的家长-学校伙伴关系，以支持所有家庭并增强其能力。认识到讲西班牙语家庭的独特经历，可以促进学校公平地为这一群体和其他语言不同的家长提供服务。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Remedial and Special Education EDUCATION, SPECIAL-

CiteScore

5.70

自引率

8.30%

发文量

期刊介绍： Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.