The Journal of Special Education Apprenticeship
Abstract
Family involvement is an essential component of the special education process for youth with intellectual and developmental disabilities (IDD). In addition to the legal requirement that parents should be equal partners in the decision-making of the student’s IEP program (IDEA, 2004), a bulk of empirical research demonstrates the positive impact of parent involvement on student outcomes. However, many families face barriers to participation in the special education process. Culturally and linguistically diverse (CLD), including Asian families, especially face systemic barriers when accessing services for their children with disabilities. In order to better understand parents’ perceptions of stress in relation to individualized education program (IEP) meetings, special education knowledge, and family-professional collaborations, individual interviews were conducted with eight Asian families of children with IDD. The input provided by Asian parents provides many critical implications for practice.
Recommended Citation
Rios, Kristina and Tu, Wei-Mo
(2023)
"Navigating IEP Meetings: Effective Approaches for Supporting Asian Families of Children With IDD in Special Education,"
The Journal of Special Education Apprenticeship: Vol. 12:
No.
3, Article 4.
DOI: https://doi.org/10.58729/2167-3454.1179
Available at:
https://scholarworks.lib.csusb.edu/josea/vol12/iss3/4