Parent-Educator Partnerships in Special Education Services Provision: A Thematic Exploration of Challenges Faced by Culturally and Linguistically Diverse Families

Abstract

Among its many provisions, the Individuals with Disabilities Education Act (IDEA) stipulates that educators and parents work together to improve the quality of education for children with disabilities. This study explores the cultural understandings of disability and special education concepts among ten culturally and linguistically diverse families. It is essential and relevant to examine these families’ experiences to gain insight into what influences their involvement in the education of their children with disabilities. Data was collected through interviews, field notes, and document reviews. Grounded theory techniques were used to conduct an inductive analysis of the qualitative data. The findings reflected an array of families’ cultural perspectives when working with educators and service providers navigating the special education system. Further, families raised concerns about the red tape in accessing special education services and the lack of humanity when interacting with service providers.