Abstract
This study examines the perceptions of first-generation, English-speaking West Indian immigrant families, in regard to the education of their children once they are determined to be eligible for special education services. Data were obtained primarily from conducting audio-taped, semi-structured interviews with three families. Grounded theory techniques were used to analyze the data. The study findings revealed that the families’ understanding of the concepts of disability and special education differed from that of educators as presented in the literature. The educational and social implications of these differences are discussed, and directions for future research are provided.
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