Abstract Dine’ families who have children with special needs residing in rural communities within the tribal lands experience a lack of equity in educational programs. The lack of equity resides in the educational impacts of understanding cultural relevancy, and educator/parent collaborative approaches for Diné (Diné) families in rural locations. In sustaining a level of partnership between educators and Diné (Diné) families, the system K’é, which refers to kinship, focuses on gaining a level of understanding and respect along with a deeper awareness of the individuality of clanship. In working simultaneously with the Diné system of cultural relevancy, collaboration begins to reformulate educational harmony that was once historically desensitized. Furthermore, this collaborative framework is strengthened with greater respect between educators and families of children with disabilities. Research has proven that parental involvement impacts student learning and creates greater support for children with disabilities.
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