遇到的障碍和希望的促进因素：拉丁裔/x 家庭在特殊教育中的经历系统回顾

IF 2.3 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2024-07-27 DOI:10.1177/07419325241262444

Alyssa Barrera-Lansford, Neyda J. Sánchez

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引用次数: 0

摘要

拉丁裔/性别家庭在浏览和获取特殊教育（SPED）服务时会遇到障碍。先前的研究已经确定了拉美裔/x 族家庭遇到的其中一些障碍，以及为获得积极的特殊教育体验提供支持的促进因素（Rios & Burke, 2020）。本研究的目的是继续调查拉丁裔/性别家庭在浏览和获取 SPED 服务时所面临的障碍，并确定过去和当前建议的可改善这些障碍的促进因素。在调查过程中，作者还考虑了文化适应如何可能导致拉丁裔/x 族家庭面临的障碍。本次审查确定了 16 项符合条件的研究，这些研究强调了 SPED 服务的障碍和促进因素。引导和获得 SPED 服务的障碍包括获得 SPED 知识的途径有限、沟通障碍、缺乏资源以及缺乏文化理解。促进因素包括家庭/照顾者教育、资源获取、沟通、支持、文化理解和教师素质培训。本文讨论了研究、实践和政策的意义。

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The Barriers Encountered and Facilitators Desired: A Systematic Review of What Latino/x Families Experience Within Special Education

Latino/x families experience barriers when navigating and accessing special education (SPED) services. Previous research has identified some of these barriers that Latino/x families encounter and facilitators to provide support for a positive SPED experience (Rios & Burke, 2020). The purpose of this study is to continue the investigation of the barriers Latino/x families face when navigating and accessing SPED services and identify past and current recommended facilitators that ameliorate these barriers. During this investigation, the authors also considered how acculturation might contribute to the obstacles Latino/x families face. This review identified 16 eligible studies highlighting barriers and facilitators to SPED services. Barriers to navigating and acquiring SPED services included limited access to SPED knowledge, communication barriers, lack of resources, and lack of cultural understanding. Facilitators included family/caregiver education, access to resources, communication, support, cultural understanding, and teacher quality training. Implications for research, practice, and policy are discussed.

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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.