This study explored how rural and urban families describe their experiences with early intervention and special education services to prospective special educators. Semi-structured interviews of 32 parents of children (ages 1-18 years) resulted in narratives depicting how the design and implementation of services under IDEA impacted their emotional, informational and educational needs. They described their journeys as advocates for their children, including ways the system supports and validates most families but alternately may fail others. A majority of rural families expressed a concern regarding fewer choices for services, placements, or personnel. Implications for practice are discussed.
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