This study aimed to explore the experiences of parents ( N = 177; Spanish-speaking and English-speaking parents) of children with disabilities navigating the special education process. This descriptive study collected quantitative and qualitative data through an electronic survey. Results describe Spanish- and English-speaking parent’s experience during Individualized Education Program (IEP) meetings, challenges in attending IEP meetings, special education knowledge, participation during IEP meetings, feelings of discrimination, parental stress, and dissatisfaction with special education services. Spanish-speaking parents reported less special education rights knowledge and feeling more discrimination at IEP meetings in comparison to English speakers and reported language barriers and inadequate interpretation services as challenges to attending an IEP meeting. Findings highlight the need for equitable parent-school partnerships to support and empower all families. Awareness of the unique experiences of Spanish-speaking families may further equitable school efforts to serve this population and other linguistically diverse parents.

中文翻译：

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探索西班牙语和英语家长在个性化教育计划会议中的体验差异


本研究旨在探讨残疾儿童家长（N = 177；西班牙语和英语家长）在特殊教育过程中的经历。这项描述性研究通过电子调查收集了定量和定性数据。结果描述了西班牙语和英语家长在个性化教育计划 (IEP) 会议期间的经历、参加 IEP 会议的挑战、特殊教育知识、IEP 会议期间的参与、歧视感受、家长压力以及对特殊教育服务的不满。与讲英语的家长相比，讲西班牙语的家长表示他们对特殊教育权利的了解较少，在个别化教育计划会议上感受到更多的歧视，并表示语言障碍和口译服务不足是参加个别化教育计划会议的挑战。调查结果强调需要建立公平的家长与学校伙伴关系来支持和赋权所有家庭。对西班牙语家庭独特经历的认识可能会进一步促进学校努力为这一群体和其他语言不同的家长提供公平的服务。