The Experiences of Spanish-Speaking Latina Immigrant Mothers When Participating in the Individualized Education Plan for Their Children with Disabilities

Autor/in	Ferrufino, Veronica
Titel	The Experiences of Spanish-Speaking Latina Immigrant Mothers When Participating in the Individualized Education Plan for Their Children with Disabilities
Quelle	(2023), (161 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Pepperdine University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-0727-8
Schlagwörter	Hochschulschrift; Dissertation; Federal Legislation; Educational Legislation; Equal Education; Students with Disabilities; Individualized Education Programs; Spanish Speaking; Hispanic Americans; Mothers; Immigrants; Parent Attitudes; Parent Participation; Public Schools; Parent School Relationship; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bundesrecht; Bildungsrecht; Schulgesetz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Individualized education program; Individualisierendes Lernen; Hispanic; Hispanoamerikaner; Mother; Mutter; Immigrant; Immigrantin; Immigranten; Elternverhalten; Elternmitwirkung; Public school; Öffentliche Schule; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Kalifornien
Abstract	Under the Individuals with Disabilities Education Act (IDEA), there has been an increase of students receiving special education services in U.S. public schools in the last 20 years (U.S. Department of Education, 2004). Parents are active participants in the educational decision-making process for their children with disabilities, providing Federal laws procedural safeguards for parents to participate in and make decisions concerning their children's education. Thus, the purpose of this qualitative phenomenological study was to research the experiences of Spanish-speaking Latina immigrant mothers who have children with disabilities attending public school in California. This study sought to recount the experiences of Spanish-speaking Latina immigrant mothers who attended individualized education plan (IEP) meetings as they interacted with school personnel. With the purpose of answering three main research questions and using a data collection method for a phenomenological study, 12 participants were located through a nonprofit community-based organization and interviewed using eight approved semi-structured interview questions. As a result, 19 themes detailed the Spanish-speaking Latina immigrant mothers' experiences. The themes identified the participants' experiences, awareness of, knowledge of, barriers to, and the motivation to understand special education and the IEP process. The findings showed ways Spanish-speaking Latina immigrant mothers utilized concepts of self-determination to learn about special education and advocate for their children's schooling despite the barriers and challenges they faced. It was found that Spanish-speaking Latina immigrant mothers seek education to established programs that educate culturally and linguistically diverse families, and provide necessary resources, and promote independence for their children so they are able to become self-sufficient adults. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01