Perceptions and Needs of Hispanic and Non-Hispanic Parents of Children Receiving Learning Disabilities Services

Abstract

The purpose of this study was (a) to determine if and how the reported involvement and perceptions of Hispanic and non-Hispanic parents of children with learning disabilities differed with respect to the special education process in a large, culturally diverse, urban school district, and (b) to suggest ways in which the involvement of parents from diverse cultural and linguistic backgrounds might be advanced by local school personnel. Results indicated that while parents from both groups were often not adequately included in some of the most basic aspects of the special education process, Hispanic parents were at greater risk for poor treatment. This was especially true concerning knowledge of the IEP and communication with school personnel. The reluctance of principals to explore these issues was also revealed. Establishment of parent support groups in native language, collaboration between bilingual and special education staff, inclusion of bilingual parent advocates at staffings, and school-wide assessment of parent satisfaction and treatment are among the recommendations made.