Abstract
This study utilized a bilingual questionnaire to investigate perceptions relating to cultural and linguistic issues and advocacy among 100 Latino parents whose children participated in school programs for limited English proficient students with disabilities in a large urban district. The questionnaire included 56 Likert scale items in three categories: Cultural and linguistic issues, parental rights, and home-school partnership. The findings supported the concern that Latino families need the tools to guide them through the special education process and encourage their involvement. Providing culturally and linguistically appropriate collaborative services that are individualized and interactive between parents and the school system need to be enhanced.
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