Exploring Differences in Spanish- and English-Speaking Parents’ Experiences With Individualized Education Program Meetings

Abstract

This study explored the experiences of parents from 22 U.S. states (N = 177 Spanish-speaking and English-speaking parents) of children with disabilities navigating the special education process. This descriptive study collected quantitative and qualitative data through an electronic survey. Results describe Spanish- and English-speaking parents’ experience during Individualized Education Program (IEP) meetings, challenges in attending IEP meetings, special education knowledge, participation during IEP meetings, feelings of discrimination, parental stress, and dissatisfaction with special education services. Spanish-speaking parents reported less special education rights knowledge and feeling more discrimination at IEP meetings in comparison to English speakers and reported language barriers and inadequate interpretation services as challenges to attending an IEP meeting. Findings highlight the need for equitable parent-school partnerships to support and empower all families. Awareness of the unique experiences of Spanish-speaking families may further equitable school efforts to serve this population and other linguistically diverse parents.

Keywords

special education diversity family/parental involvement school-family partnerships language barriers

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