A Comparative Study of Latina Mothers and Teachers' Experiences With Special Education and Home-School Partnerships

• In Event: Marriott Roundtable Session 3
  In Roundtable Session: Building the Home/School Partnership

Abstract

Family engagement with schools, and parental involvement with the IEP process, are linked to positive student outcomes. With the re-authorization of IDEA (2004), increased expectations for family involvement have become standard practice. However, families in Latino communities often describe language and cultural barriers blocking inclusion in school partnerships. To identify areas of alignment and divergence around collaborative relationships, advocacy, and family engagement, this study compared the experiences of five Latina mothers, five teachers, and one principal in an urban, Catholic school. Using focus groups, interviews, and observations, the research analyzed the experiences of each stakeholder group. Results found teachers and mothers compared the school community to a family. Parental input was welcomed, and alternative forms of family engagement encouraged.

Authors

• Molly K. Buren, National Louis University

• Maggin Daniel, University of Illinois at Chicago

• Skip Kumm, University of Alabama