Exploring Engagement through Families’ Voices: A Mixed Methods Study

Abstract

Current research has begun to explore the experiences of families working to access school-based special education services, and the initial findings play a critical role in moving toward services with a level of high-quality engagement for all families. The limited number of studies that include Nondominant families report feelings of 1) uncertainty around where to start when it comes to services, 2) intimidation tied to the systems present in navigating services, and 3) not being welcome when working to communicate and collaborate with schools, educators, and related service providers. This mixed methods study aimed to 1) explore and understand the barriers to high-quality engagement with school-based special education services, 2) examine the experiences Nondominant families have had with school-based special education services, and 3) learn about Nondominant families’ unique perspectives, concerns, priorities, and the self-identified supports for feeling engaged. Results suggest Nondominant parents and caregivers rely on support from friends, family, and members of their community - these relationships provide a sense of intimacy, trust, and identity. Parents and caregivers report that IEP team efforts to collaborate and accommodate communication of their preferences are necessary to feel respected and engaged in their role as equal partners. Parents and caregivers expressed joyful feelings when sharing the positive impact of having their culture and expertise acknowledged and centered when a member of their community is also a member of their child’s IEP team. This study makes an important and rare contribution to the current literature on family engagement with school-based special education services: highlighting the voices of parents and caregivers and allowing their own words to guide future conversations about the priorities and concerns they hold for their children.