Although there is significant evidence supporting the importance of family engagement for promoting equity in early intervention (EI) and early childhood special education (ECSE), research on Mandarin-English dual language learners (DLLs) with disabilities is limited. This qualitative study examines the experiences of 19 Mandarin-English DLL families whose children received EI/ECSE services in the United States. Although most parents had high levels of education and income, they faced significant challenges navigating the service system, advocating for their children, and obtaining linguistically and culturally appropriate support. Findings revealed persistent barriers including limited language access, cultural disconnects, inadequate family engagement, and inconsistent service quality and availability. The results underscore the need for more culturally responsive practices, improved provider training, and clearer communication and resource pathways for DLL families.
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