Abstract
Numerous issues and challenges are associated with quality service provision for Hispanic students. A longstanding challenge for many special education personnel is how to appropriately involve Spanish-dominant migrant parents in the entire Individualized Education Plan (IEP) process. Despite the historical nature of this concern, little information is available regarding conventional and unconventional strategies for increasing parent involvement. Recent demographic trends indicate that this information is increasingly pertinent for special education personnel operating in rural/agriculturally-based school districts. Twelve recommendations are presented which have proven effective for increasing Spanish-dominant migrant parent involvement in the IEP process.
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