A qualitative study of four black, low-income, single mothers used in-depth interviews and participant observation to evaluate their interactions with outreach agency professionals. Three perceived aspects (disrespect, focus on deficits, and discounting parenting style differences) were associated with exclusionary (unempowering) relationships. A reciprocal and supportive approach was associated with collaborative (empowering) relationships. Implications of these findings for professionals serving minority families are discussed.

A case study focused on the perspectives of a low-income, African American mother of a child with disabilities was presented. How an African American parent may begin to perceive characteristics of special education services and aspects of professional behavior as problematic was discussed as was her growing dissatisfaction with the services and eventual decision to withdraw her participation in the special education process The mother's perspective on specific encounters with professionals and the cumulative ways in which these encounters build toward her sense of growing dissatisfaction have implications for professional practice. Further understanding of how African American parents perceive their initial interactions with professionals and how they come to interpret these interactions may contribute towards building increased parental participation and parental satisfaction.

Fathers of children with complex disabilities can play an important role in the development and learning of their children; however, very little is known about their school involvement experiences. We conducted semi-structured interviews with 15 fathers of children with complex disabilities to learn how these fathers perceived their involvement in their children’s education and schooling. Fathers constructed their school involvement with a consideration of their work and co-parenting experiences. Their employment was perceived as a form of indirect involvement in their children’s education, but could also be associated with barriers to more direct school involvement. Fathers also discussed the role of the co-parenting relationship in their school experiences and identified several factors that contributed to a greater involvement of mothers in school settings. Among these were a perceived unique expertise of mothers and school environments that were more welcoming to mothers. They also discussed some potentially negative ramifications of being less involved in school settings, compared with mothers.

Based on the ndings of a qualitative study, this article describes how Bengali mothers of children with disabilities in Calcutta, India use the colloquial term 'inconvenience' to talk about their child's disabilities. Data were collected through extensive interviews and participant observations. Findings indicate that the mothers use of the colloquial term 'inconvenience' forms a signi cant aspect of their efforts to educate their community and create inclusion for their children. Findings of this study have implications for the role of local language in enhancing the inclusion of people with disabilities in developing countries such as India.

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