This study investigated immigrant Chinese Canadian mothers' involvement in the education of their children with disabilities. Semistructured interviews were conducted with 10 recent immigrants. Thirteen categories emerged, which were subsumed under 4 thematic areas: (a) challenges in adapting to a new environment, (b) limited English proficiency, (c) different views toward education, and (d) involvement in the children's education. Implications of the findings are discussed in terms of enhancing home–school communication and addressing obstacles to intercultural communication faced by teachers and immigrant parents.
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