Hispanic Parents' Perspectives and Participation in Their Children's Special Education Program: Comparisons by Program and Race

Abstract

This study investigated the attitudes, satisfaction and participation in their children's special education program of Hispanic parents with handicapped children. Comparisons were made between parents with children in programs for the learning handicapped (LH) and in other program categories. In addition, cross-study racial and program comparisons were conducted. Although no significant differences were found between Hispanic subcategories, several differences between racial groups are reported. Parents of Hispanic LH students did not participate as actively in the IEP and assessment processes as did LH parents in general or white parents. The consequences of cultural variations for the definition of “participation” and their implication for schools are discussed.

Disproportionality fills in the gaps: Connections between achievement, discipline and special education in the School-to-Prison Pipeline

“…We question whether all communities have the socially-respected capital to continually negotiate, evaluate, and modify their youth's IEPs (Stein, 1983). A critical race theorist must ask: Who is best able to make the IEPs work for them and what groups struggle most with the IEP process?…”

Parents as Equal Partners

“…1992). Further, parents who are Hispanic or African American experience lower levels of participation and decision making than Anglo parents (Harry, 1992;Lynch & Stein, 1987;Stein, 1983). Due to ignorance and preexisting educational rituals, many teachers and systems engage in culturally insensitive practices that serve to further alienate parents, rather than to empower their participation (Harry; Quiroz, Greenfield, & Altchech, 1999;Sileo.…”

“…Around the same time frame, Leyser (I985) and Stein (1983) barriers that prevented parents from participating in their children's special education programs. More recently, researchers have focused on the cultural insensitivity, ignorance, and miscommunication that exacerbate traditional barriers that impede parental participation.…”

“…Indeed, the barriers to parental involvement are complex, numerous, and varied. Clearly, the barriers include ethnic and cultural differences (Harry; 1987;Stein, 1983). Teachers, however, can adopt meaningful and ongoing practices that surmount the barriers.…”

Guidelines for Assessing Migrant Handicapped Students

“…These parents must work long hours, and there is little time for direct interaction with teachers and school personnel. There is evidence that demonstrates that Hispanic parents of migrant handicapped children are less likely to participate in the IEP development because they "trust" the decisions made by school personnel (Stein, 1983). They also may feel that they are "intruding" in the teacher's or administrator's domain (Herrera-Escobedo, 1983).…”