A significant issue in special education is the underrepresentation of, and limited collaboration with families from historically marginalized cultural and linguistic background in school meetings, especially among Navajo (Diné) families. Cultural misunderstandings, systemic inequities, and entrenched assumptions about language, race, and family engagement exacerbate this problem. Special education providers often lack familiarity with Diné culture, affecting their ability to effectively engage. Unique familial structures and limited access to amenities on the Diné reservation further complicate family-school partnerships in Individualized Education Program (IEP) meetings. This article examines how Diné families experience IEP meetings and offers strategies for providers to enhance collaboration in accordance with the Individuals with Disabilities Education Act of 2004. By reviewing the history of Diné schooling, institutional and cultural barriers, and by incorporating vignettes featuring Sylvia and Ms. Wilson, this article highlights obstacles and provides practical suggestions for improving collaborative participation through cultural understanding and responsive to systemic inequities.
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