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ERIC Number: EJ1351694
Record Type: Journal
Publication Date: 2022
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1534-8431
EISSN: EISSN-1532-771X
Parents' Perspectives about Special Education Needs during COVID-19: Differences between Spanish and English-Speaking Parents
Alba, Laura A.; Mercado Anazagasty, Jessica; Ramirez, Anacary; Johnson, Austin H.
Journal of Latinos and Education, v21 n3 p239-250 2022
The purpose of this study was to explore parents' perspectives about the special education process during the COVID-19 pandemic. The sample consisted of Spanish-speaking and English-speaking parents (N = 102) of children receiving special education services. Results indicated that language (English or Spanish), but not household income or parental education, was significantly associated with whether or not a child was receiving special education services during COVID-19, such that English-speaking parents were more likely to report that their child was receiving services relative to Spanish-speaking parents. The same predictors along with consideration of culture were used to examine the level of challenge children experience with online special education services. Language and consideration of one's culture were significantly associated with the level of challenge children experienced when receiving online special education services, in which Spanish-speaking parents and parents who perceived that the IEP team rarely considered their child's culture reported having more difficulty. Qualitative responses suggested that most parents were worried about their children regressing in academic gains. Preliminary results emphasize the need for understanding the perspectives of parents in navigating special education services to enhance equity in service access.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A