Navigating Special Education: The Lived Experience of Parents Who Are Economically Disadvantaged

• In Event: Advocacy and Agency: Centering Families in Special and Inclusive Education

Abstract

This phenomenological study examined the lived experience of parents from economically disadvantaged communities as they navigate U.S. special education processes to make educational decisions for their child/ren identified with disabilities. Conceptual grounding in the heuristics and biases framework and analysis of interview data and procedural safeguard manuals revealed tensions between written and oral communication as central to parents’ experiences. Rich description of their lived experience provided insight into the essence of these combined stories and indicated a cascade of experiences, initiated by and situated in school-parent communication, which interacted to shape the phenomenon of parental navigation of special education. Potential implications for special education policy, practice, and family engagement strategies are discussed, with appropriate cautions regarding generalizability of findings.

Authors

• Monica Arce Whitlock, The George Washington University

• Beth Tuckwiller, The George Washington University

• Elisabeth Hess Rice, The George Washington University