Improving Transitions from Early Intervention (EI) to School: Strategies to Decrease Caregiver Stress and Increase Collaboration Between Families and School Professionals

Kristina Rios, Ph.D.

California State University of Fresno

 

Molly Buren, Ph.D.

National Louis University

This article for NASET’s Early Intervention Series was taken from the Winter 2025 edition of the Journal of the American Academy of Special Education Professionals (JAASEP). Early intervention (EI) plays a crucial role in supporting infants and toddlers with developmental needs and helping families understand how to meet their child’s needs. However, once a child reaches the age of three, these services come to an end and families must transition to school services. Surprisingly, there is a lack of research focusing on how families perceive this transition from EI to school services. To fill this gap in the literature, a qualitative study was conducted, involving semi-structured interviews with 14 parents. This study aimed to explore the transition process and the experiences of parents during this crucial phase. The results indicate that parents generally had positive experiences with EI, particularly with the EI team. However, a noteworthy finding was that parents reported heightened stress levels during the transition from EI to school services. They often relied on EI and school professionals to navigate the system and secure services, with limited involvement in the Individualized Education Program (IEP) process. These findings have important implications for both research and practice in the field.

Abstract

Early intervention (EI) plays a crucial role in supporting infants and toddlers with developmental needs and helping families understand how to meet their child’s needs. However, once a child reaches the age of three, these services come to an end and families must transition to school services. Surprisingly, there is a lack of research focusing on how families perceive this transition from EI to school services. To fill this gap in the literature, a qualitative study was conducted, involving semi-structured interviews with 14 parents. This study aimed to explore the transition process and the experiences of parents during this crucial phase. The results indicate that parents generally had positive experiences with EI, particularly with the EI team. However, a noteworthy finding was that parents reported heightened stress levels during the transition from EI to school services. They often relied on EI and school professionals to navigate the system and secure services, with limited involvement in the Individualized Education Program (IEP) process. These findings have important implications for both research and practice in the field.

 

Improving Transitions from Early Intervention (EI) to School: Strategies to Decrease Caregiver Stress and Increase Collaboration Between Families and School Professionals

The aim of early intervention (EI) is to address the developmental needs of infants and toddlers (i.e., children from birth through 3 years of age) with developmental delays or disabilities, and to help families better understand how to meet their child’s needs (Individuals with Disabilities Education Act [IDEA], 2004). Such EI services may include speech and language therapy, behavioral therapy, occupational therapy, physical therapy, and other types of services that can meet the developmental needs of children. Although the federal government terminates EI services at age three (IDEA 2004), each state has the option to extend EI beyond age three through kindergarten (§303.211). IDEA (2004) mandates that every child who receives Part C services, is found eligible for Part B services, and accepts those services, must have their Part B services in place by the child’s third birthday. Part B includes provisions that assist states in providing children with disabilities, ages three through 21, a free appropriate public education (Early Childhood Technical Assistance Center [ECTA], 2022; IDEA, 2004). Specifically, a transition meeting must be held at least 90 days before the child’s 3rd birthday to determine the child’s next program. Transition services help infants with disabilities and their families experience a smooth and effective transition from the early intervention program, under Part C, to the child’s next program or next appropriate services, including services under Part B (Division for Early Childhood [DEC], 2014).  For example, pre-transition support for families may include helping families understand the differences between Part C and Part B services and making sure they are aware of the various childhood developmental stages and sequence of interventions and strategies used by service providers in schools (McCorkle & Diamond, 2022). Effective collaboration and partnerships with families are recommended practices for service providers (Division for Early Childhood [DEC], 2014; Early Childhood Technical Assistance Center [ECTA], 2022).

In addition to ensuring that young children with disabilities receive appropriate services, the premise of IDEA (2004) is that caregivers are equal partners in the EI process, including the transition from EI to school services. Caregivers of young children with disabilities are particularly vulnerable when there is less familial involvement in decision making with professionals (Vohra et al., 2016) and report more difficulty accessing disability services (Mueller et al., 2009). For example, caregivers operating without support from school personnel often encounter systemic barriers such as the level of readability of procedural safeguards (Mandic et al., 2012) and logistical challenges (e.g., lack of transportation and childcare to attend IEP meetings; Leiter & Krauss, 2004). Research and best practices recommend increased communication and collaboration between EI personnel, school personnel, and the child’s family (Fontil et al., 2019; Pianta & Kraft-Sayre, 2003) for successful school transition from EI to school services. Studies show that families feel supported during the EI transition to school services when they have enough information to make informed decisions (Smalley & Reye-Blanes, 2001) and when families report having a strong family-school partnership (Burke & Hodapp, 2014). However, many caregivers report they would like to be more involved in their child’s transition to school services but face barriers to collaboration (Buren et al., 2018). Some families report struggling to access school services (Ocasio-Stoutenburg & Harry, 2021). Others describe barriers such as the inability to navigate special education jargon, having a limited understanding of the school systems, or lacking information and resources to participate as equal partners in the transition process (Smalley & Reye-Blanes, 2001; Waters & Friesen, 2019).  Such barriers may lead to caregivers lacking the time, effort, or ability to collaborate with the school (Harry & Occasion-Stoutenburg, 2020). Furthermore, extant research demonstrates that there is a connection between special education experiences and parent stress (Rios et al., 2020). Specifically, working caregivers of young children with disabilities have reported stress on their time, lack of resources, and ability to manage parenting and homeschooling (Fontanesi et al., 2020).

Caregivers

For this study, 14 caregivers from a Midwestern state were interviewed over the phone and completed a demographic questionnaire.  To qualify for the study, caregivers had to have a child who received early intervention services, went through the early intervention transition process, and is currently receiving school services. On average, participants were 40 years of age. The majority of participants (52.4% or n =11) identified as Latinx and were female (95% or n =20). The majority of participants’ children were male (66.7%; n = 14). In addition, most of the children’s primary disability was a speech and language impairment (66.7%; n = 14). Some children had additional disabilities.

Purpose of the Study

The purpose of this study was to explore how caregivers of children with disabilities experienced the transition process from early intervention services to school services. Using semi-structured interviews, field notes, and observations, this study explored the caregivers’ experiences with early intervention services, the EI team, the transition meeting, the IEP meeting, and school personnel. The study attempted to answer the following research questions: (1) How do caregivers of children with disabilities characterize their experiences transitioning from early intervention to school services? And, (2) What is the role of stress on parents of children with disabilities during the transition from early intervention services to school services?

Findings, Key Takeaways, and Practical Recommendations

Domain A: Parent Experiences with the Transition from EI Services to School Services

Three themes emerged from the caregivers’ experiences with the transition from EI services to school services: (a) relationships with EI team members are important, (b) the transition meetings with school personnel were challenging, and (c) caregivers felt uncertain about the school services offered and the judgment of school personnel.

Before transitioning out to school services, participants reported having a positive experience with their child’s EI services and team. Additionally, participants reported joining parent support groups to learn from other caregivers transitioning from EI to school services. For example:

Sasha, a devoted mother of three-year old Kayla, lives in a remote, rural area. From age 6 months to three, Kayla received occupational and physical therapy through early intervention (EI) services. After expressing dissatisfaction with Kayla’s original physical therapist who was assigned because they lived near the family but did not have experience working with children, Sasha advocated for a different therapist. The EI coordinator listened and responded to Sasha’s concerns by providing someone who specializes in children’s therapy and was willing to drive an hour to reach the family’s rural home. From the beginning of the early intervention, Sasha was an active member of the team and an advocate for her daughter. She felt accepted and heard by the EI coordinator and therapists.  When the team met to discuss her daughter, Sasha explained her perceptions of the team dynamics, “It felt like they, both the coordinator and the therapist, were accepting of me being the advocate for Kayla. I felt like they listened well.”

Recommendations

Schools may consider working on building positive relationships with caregivers of children with disabilities by focusing on open communication, building trust, increasing transparency, and addressing concerns in a clear and timely fashion (Buren et al., 2021). Expressly, school personnel should encourage families to seek guidance and information from local Parent Training and Information (PTI) Centers. To date, there is at least one PTI Center in every state to assist families of children with disabilities navigate the IEP process (IDEA, 2004). For example, after initially suggesting PTI Centers, school personnel should follow up with parents to inquire about their experiences or offer further support (National Parent Technical Assistance Center, 2016). This follow-up can be done through phone calls, emails, or in-person meetings, demonstrating the school’s commitment to supporting families. Notably, school personnel can also offer individuals one-on-one meetings with parents. This can be an effective way to discuss their child’s educational progress and any concerns they may have (Burke et al., 2016; Burke et al., 2019). During these meetings, school personnel can emphasize the benefits of connecting with PTI Centers and even assist in making initial appointments if requested. See Table 1 for key takeaways and recommendations for findings in domain A.

Table 1

Key Takeaways and Recommendations for Domain A (caregiver experiences with the transition process)

Key takeaways

1.     Caregivers reported the importance of relationships with EI team members. 2.     Caregivers expressed that the transition meetings with school personnel were challenging. 3.     During the transition meeting, caregivers felt uncertain about the school services offered and judged by school personnel.

Recommendations

1.     Schools should provide support and resources to help caregivers understand the process transitioning from EI services (Part C) to School Services (Part B). 2.     School personnel should encourage caregivers to connect to their local Parent Training and Information (PTI) Centers for guidance and information. 3.     School districts should offer workshops for caregivers about the initial IEP and the transition process. 4. School personnel should follow up with parents to inquire about their experiences or offer further assistance in contacting their local PTI center. This follow up can be done through phone calls, emails, or in-person meetings.

Domain B: Experiences with Stress During the Transition Process

One theme emerged from caregivers’ experiences with stress during the transition process: (a) participants experienced heightened stress during the transition process. Several participants reported feeling stress when they did not understand the process of transitioning from EI services to school services nor how to secure necessary special education services for their child. Additionally, some participants expressed concern over how school personnel would treat their family and how the teachers and students might react to their children with disabilities. Participants reported feeling worried their child would be judged by school personnel and ostracized in the classroom. When asked about stress levels during the transition from EI services to school services, multiple participants reported feeling confused about the steps of the process and the timeline of events. In addition,several participants reported feeling a heightened amount of stress when they attempted to secure the necessary support and services for their children. Some caregivers reported feeling additional stress when they met with school personnel because they worried what people would think about their family and their child with disabilities.

For example:

Katie’s son experienced early intervention services during the pandemic. After successful telehealth therapy and a smooth transition to school services, Katie still expressed emotional stress over judgment from school professionals. She explained, “You always feel like somebody’s judging you, especially when they know stuff that you don’t know and they’re experts at it, but maybe just the expertise difference was intimidating, but they were all super nice. That was totally on me. That was my own prejudice.”

Recommendations

As suggested by previous research (e.g., Rios et al., 2020; Rios & Buren, 2023), accessing school services is stressful for families. Given the lack of research on families’ perception of the transition (i.e., initial IEP) process, this finding is alarming. This study also is consistent with previous research that the IEP process is likely to cause parental stress among families (Rios et al., 2020). As such, IEP team members may consider conducting a debrief meeting and/or pre-consultation meeting prior to the IEP meeting to help clarify any information. Special education teachers could consider developing a parent support group for caregivers of children with disabilities where caregivers can connect and build relationships with other caregivers. These support groups could provide an open and a safe space where those families can share with each other their experiences, challenges, and successes while navigating the IEP process and advocating for their children’s unique needs (Burke et al., 2016). Moreover, families of children with an IEP can also benefit from the knowledge shared by peers in the support group. Those families will be able to receive emotional support and encouragement from other caregivers helping to alleviate feelings of isolation and stress and promote positive emotions (Buren et al., 2021).

Creating a parent support group for caregivers of children with disabilities can be a valuable resource. School personnel can follow a systematic approach to develop such a group effectively. First, school personnel can conduct a needs assessment or conduct surveys to identify the specific needs and interests of parents in the special education community. By gathering this information, school personnel can understand what topics or issues parents would like to address in the support group. School personnel can invite guest speakers, such as experts in special education, therapists, or community resources, to provide information and support during meetings (Walker et al., 2010). Notably, school personnel can regularly solicit feedback from parents to evaluate the effectiveness of the parent support group and make adjustments as needed based on parent input (Walker et al., 2010). Last, school personnel can continuously assess the impact of the support group on parents and their children with disabilities to ensure its sustainability by securing necessary resources and support. See Table 2 for key takeaways and recommendations for findings in domain B.

Table 2

Key Takeaways and Recommendations for Domain B (stress levels during the transition process)

Key takeaways

1.     During the transition meeting caregivers experienced heightened levels of stress.

Recommendations

1.     Schools should provide support and resources to help caregivers manage their stress throughout the IEP process, such as informational materials, pre-meeting consultations, and debriefing sessions. 2.     Special education teachers should consider developing parent support groups, or workshops for families on stress management, coping strategies, and self-care practices. 3. School personnel can assess the impact of the parent support groups and make changes based on caregiver feedback.

Domain C: Factors that Decrease Familial Stress

Three themes emerged from the caregivers’ experiences that assisted in decreasing stress during the transition process: (a) caregivers had outside resources and support, (b) caregivers had a strong knowledge of the special education system, and (c) having relationships with professional EI staff helped decrease stress levels. Several caregivers attributed low stress levels to resources such as family members who were available and willing to assist with daily childcare. This support lightened financial strain and increased flexibility with scheduling EI sessions.  For example:

Sasha received support from family members, such as help with childcare, which decreased her stress levels during EI services and the transition to school.  For Sasha, support during the transition to school included coordinated efforts to listen, address concerns, and ensure that families have a clear understanding of the process (Landmark et al., 2022;McCorkle & Diamond, 2022). In addition, she attributed her limited stress to a supportive family and resources, explaining, “I didn’t feel like it was overly stressful. I think that we’re really fortunate that we have good resources in our lives like grandparents who could be at home with her, so we didn’t have a daycare thing to have to worry about, trying to plan services around.” Sasha felt taken care of by the EI team and repeatedly expressed that she would miss the therapists and the support provided during early intervention.

Further, caregivers with older children with disabilities or who worked in special education settings attributed their prior experience with special education systems to reduced levels of stress during the transition. Schools may consider providing families with training on the special education system, services and supports offered, and their rights and responsibilities before the transition meeting.

Last, caregivers with strong, professional relationships with EI therapists reported lower levels of stress during the transition to school. As such, participants further ascribed respectful interactions and positive relationships with school professionals to decreased stress levels. Notably, schools may consider professional development for school personnel around topics such as building relationships with families and the importance of providing families with information about special education services prior to the transition meeting.

Recommendations

Training for families.Schools can organize informational sessions or workshops for parents and caregivers. These can be held in person or virtually, and they should cover topics such as the special education system, available services and supports, and the rights and responsibilities of parents and students (Burke et al., 2016; Burke et al., 2019). These sessions should be accessible and offered at various times to accommodate parents’ schedules. Notably, school personnel should ensure that training materials are available in multiple languages and accessible formats to accommodate diverse communities and individuals with disabilities (Shapiro et al., 2004). For example, school personnel can create a dedicated section on the school’s website or a digital platform where families can access resources, webinars, videos, and written materials at their convenience.

Professional Development for School Personnel. With respect to professional development for school personnel, schools can provide workshops and training sessions for school personnel that address specific areas, such as building positive family-school partnerships, effective communication, and understanding the transition process (Rios & Buren, 2023). These should be tailored to the needs of different staff roles, including teachers, counselors, and administrators. Specifically, schools can incorporate practical, hands-on components in the professional development sessions such as role-play, case studies, and real-life scenarios that can help school personnel develop practical skills (Burke et al., 2016; Rios et al., 2021). In addition, guest speakers and experts can be invited to speak at such professional development sessions. Their expertise can enhance the quality of training (Hadar & Brody, 2010). Schools can then encourage open feedback from staff members about their training experiences and this feedback can be used to continually improve and adapt professional development programs. Effective professional development should be grounded in research and evidence-based practices to ensure that school personnel receive the most current and effective information.

Coordination and Responsibility.A designated special education coordinator or liaison within the school can take the lead in coordinating training for families and professional development for school personnel. Schools should work collaboratively with local education agencies, parent organizations, PTI Centers, and special education advocacy groups to ensure that training and professional development are comprehensive and well-coordinated.  It is also important that schools establish feedback mechanisms that allow families and school personnel to provide input and suggestions for improving training and professional development programs. Such feedback should be used to make necessary adjustments and improvements. See Table 3 for key takeaways and recommendations for findings in domain C.

Table 3

Key Takeaways and Recommendations for Domain C (factors that decrease stress during the transition process)

Key takeaways

1.    Caregivers with outside resources and support experienced less stress during the transition process. 2. Caregivers with a strong knowledge of the special education system also experienced decreased levels of stress during the transition. 3. Caregivers with collaborative relationships with school professionals and EI staff experienced limited stress.

Recommendations

Training for Families 1.     Schools should provide training for caregivers to help them learn about the special education system and transition from EI services to school services. 2.     Schools should consider professional development for school personnel on topics such as building collaborative relationships with families and strategies for successful transitions from EI to school. Professional Development for School Personnel Provide workshops and training sessions for school personnel that address specific areas such as: building positive family-school partnerships, effective communication, and understanding the transition process. Invite experts in the field of special education, family, engagement, or communication to conduct professional development sessions.

Concluding Thoughts

There are many critical suggestions for practice. School professionals should consider forming strong partnerships with families during the initial IEP meeting, as this is the first encounter many families have with the school. Caregivers value collaborative partnerships with school professionals (Buren et al., 2021, Burke & Goldman, 2018) and believe in the importance of personal, caring relationships with teachers (Lalvani, 2019; Ocasio-Stoutenburg & Harry, 2021). When parent participants were asked how EI and school teams can better support families in the transition from EI to school services, several suggestions emerged. To begin, school teamsshouldhelp caregivers feel included in the decision-making process with frequent communication and updates on service and placement decisions. Specifically, caregivers reported that EI providers offered clear communication and information on EI. Families report feeling like equal partners on a collaborative team when communication is reciprocal and happens on a regular basis (Buren et al., 2018; Ocasio-Stoutenburg & Harry, 2021). Additionally, participants suggest that practitioners increase communication amongst each other; EI teams and school teams should share information such as previous services provided, evaluation data, and professional opinions.Last, parent participants suggest the use of a representative, specifically a parent who experienced the transition process, to act as a guide. Research suggests that when caregivers form advocacy groups and teach one another how to navigate the special education system, caregivers feel supported (Burke & Goldman, 2018) with increased empowerment (Burke et al., 2016; Magaña et al., 2017). In conclusion, this study provides key insights about the challenges facing families transitioning from EI to school services and the importance of communication and professional support during the experience.

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About the Authors

Kristina Rios, Ph.D. is an Assistant Professor of Special Education in the Department of Literacy, Early, Bilingual, and Special Education at California State University of Fresno. Her research interests include parent advocacy for Latinx families of children with intellectual and developmental disabilities.

Molly Buren, Ph.D. is an Assistant Professor in the Department of Special Education and the Director of the Disability and Equity in Education major in the EdD Teaching and Learning Doctoral Program at National Louis University. Her research focuses on the experiences of families with children with disabilities who are historically marginalized, family advocacy, and new approaches to home-school partnerships.