A study of the families included in receiving better special education services project for Latino families of children with disabilities

Rios, Kristina

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https://hdl.handle.net/2142/107866 Copy

Description

Title

A study of the families included in receiving better special education services project for Latino families of children with disabilities

Author(s)

Rios, Kristina

Issue Date

2020-04-15

Director of Research (if dissertation) or Advisor (if thesis)

Burke, Meghan M

Doctoral Committee Chair(s)

Burke, Meghan M

Committee Member(s)

• Corr, Catherine P
• Santos, Rosa Milagros
• Lopez, Kristina

Department of Study

Special Education

Discipline

Special Education

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Date of Ingest

2020-08-26T21:54:10Z

Keyword(s)

• Latino families
• children with disabilities
• advocacy program
• parent training
• IDD

Abstract

Family-professional partnership is an essential component of the special education process for children with intellectual and/or developmental disabilities (IDD; Individuals with Disabilities Education Act, 2004). However, many families face barriers to participation in the special education process. Latino families especially face systemic barriers when participating in educational decision-making for their children with IDD. Although prior studies have tested programs to develop special education advocates to support families of children with IDD, few studies have examined how to improve advocacy among Latino families to support their own children with IDD. In this study, I examined the effectiveness and feasibility of the Familias Incluidas en Recibiendo Mejor Educación Especial (FIRME), a four-session special education advocacy training program for Latino families of children with IDD, with respect to: increasing special education knowledge, advocacy, empowerment, and service needs; and decreasing stress. Twenty-three participants were included in this single-group, intervention study. After completing the FIRME program, participants demonstrated significantly increased: special education knowledge; advocacy; and empowerment. In addition, participants were satisfied with the logistics of the program and met their expectations for the program. Notably, parent stress increased after attending the program. To attribute changes in outcomes to the FIRME program, a randomized controlled trial design should be conducted in future research.

Graduation Semester

2020-05

Type of Resource

Thesis

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http://hdl.handle.net/2142/107866

Copyright and License Information

Copyright 2020 Kristina Rios

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