Families of minority students with mental retardation and developmental disabilities often experience barriers to full and effective participation in assistive technology decision-making processes. This article acknowledges the limited research that has been conducted in this area and examines systemic barriers (i.e., racism and prejudice; equity of resources; and professionals' views of themselves being different) faced by minority families in the assistive technology decision-making process. Implications are noted for “best practice” for minority families of students with mental and developmental disabilities and professionals working with these individuals.
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