This issue of NASET’s Practical Teacher was written by Reshma Mulchan, a graduate student at Florida International University. The article presents a literature review on the challenges of special education for parents and students. Multiple studies (Burke, 2013; Chen & Gregory, 2010; Mandic, Rudd, Hehir & Acevedo-Garcia, 2010) often claimed that parents of students with disabilities encountered a plethora of barriers and challenges regarding special education systems. Parents are hampered in their quest to source information pertaining to specific special educational services because they cannot acquire reliable support and guidance. In addition, sometimes inadequate information is furnished to parents of students with disabilities about special education support and funding. Sourcing disability funding and support services can be a problem when parents don’t apprehend the process. Furthermore, parents struggle to find appropriate funding for special equipment and support for their child with a specific disability. Parents are unable to advocate for their child with disabilities because they are not equipped with necessary information. Moreover, many parents misunderstand the process of Individualized Education Program (IEP) and their role as an advocate for their child with disabilities because of language barriers. Parents can become overwhelmed by the trials and obstacles regarding finding appropriate educational services and systems for their children with disability.
Introduction
Multiple studies (Burke, 2013; Chen & Gregory, 2010; Mandic, Rudd, Hehir & Acevedo-Garcia, 2010) often claimed that parents of students with disabilities encountered a plethora of barriers and challenges regarding special education systems. Parents are hampered in their quest to source information pertaining to specific special educational services because they cannot acquire reliable support and guidance. In addition, sometimes inadequate information is furnished to parents of students with disabilities about special education support and funding. Sourcing disability funding and support services can be a problem when parents don’t apprehend the process. Furthermore, parents struggle to find appropriate funding for special equipment and support for their child with a specific disability. Parents are unable to advocate for their child with disabilities because they are not equipped with necessary information. Moreover, many parents misunderstand the process of Individualized Education Program (IEP) and their role as an advocate for their child with disabilities because of language barriers. Parents can become overwhelmed by the trials and obstacles regarding finding appropriate educational services and systems for their children with disability.
It is very important for parents of students with disabilities to be well informed and trained regarding special education in its entirety. An equipped and empowered parent of student with disabilities can be an effective advocate. Parent involvement in IEP meeting; special education laws and school activities can promote success in becoming an effective advocate. Instead of being burdened by challenges parents of children with disabilities can seek training and become more aware of special educational services. Parents of students with disabilities should explore avenues to comprehend technical documents regarding Procedural Safeguards and difficult application processes.
In this context, this work presents an analysis of the literature on challenges that overwhelm parents of students with disabilities. The aim is to synthesize the factors affecting parents of students with disabilities such as parent involvement; disproportionality; and Procedural Safeguards.
Parental Involvement
Burke, (2014) contends that some parents of students with disabilities cannot advocate and comprehend the technicality of special education systems because of the lack of parental involvement. The participation and advocacy of parents is a very of imperative part of the lives of students with disabilities. When parents are reluctant to get involved and gain information, students with disabilities tend to fail academically and socially. Parents of students with disabilities need to stay connected and informed regarding the special education advocacy. Parental involvement includes the following factors, but not limited to volunteering at school; communicating with teachers: attending IEP meeting, and understanding Procedural Safeguards. Educational involvement of parents of students with disabilities is crucial element of advocacy.
Parents of students with disabilities participation can impact students socially and academically, according to Klugman, Lee and Nelson, (2012) parental involvement in students’ education surpasses educational benefits. It is necessary for parents to take the initiative and self-educate regarding services, funding and special education regulations. If parents fail to advocate and stay informed by asking questions at IEP meetings then, students with disabilities will be left to fight a losing battle for special education services.
Similarly, Chen and Gregory (2010) states that the increase of parental involvement of students with disabilities yields progress and growth. There are many avenues through which parents can be informed about students’ academic achievement. Legislation has mandated for parents to be notified regarding identification and evaluation processes. In addition, parents are made aware rights and responsibilities through special education laws and mandates. Parents of children with disabilities should use imperative information to gain access into the special education systems. Parental participation also includes gathering information and staying informed about special education developments. Furthermore, parents should exercise their right to advocate for their child with disabilities. Parental involvement by using information and executing advocacy techniques can bring great rewards for students with disabilities.
Disproportionality
Giner and Stewart, (2012) suggests that inequity in education with respect to special education is a growing cause for concern. Disproportionality has affected students who are culturally and linguistically diverse (CLD) in special education programs. Students from various cultural backgrounds are overrepresented. As a result of over identification students from different cultural backgrounds are place in irrelevant programs. In fact, students’ academic and sociocultural needs are not met when there is inequity in the education system. Disproportionality is discrimination to innocent students who are culturally and linguistically diverse. The challenge that confronts students in misclassification is the lack of appropriate education because of limited access the curriculum. Gender, socioeconomic background, and ethnicity should not be the cause for inequity in education.
Disproportionality is a multidimensional problem and one of the solution to prevent this problem from affecting students who are culturally and linguistically diverse is appropriate teacher training. Teachers should have high expectations, and use culturally based assessment and teaching for all students. Polleck and Shabdin, (2013) states that teachers should become familiar with students cultural background because when students feel accepted and welcomed academic sociocultural growth can be evident. Creating a culturally responsive community in the classroom can create a nurturing and caring environment that is conducive to learning.
Similarly, Irvine, (2011) suggests that disproportionality affects African American students regarding receiving an equal education. In addition, African American students are often referred by teachers because they think students are incompetent and unintelligent. Cultural misunderstandings of students can have serious repercussions. Teachers should be trained and educated about cultures and refrain from cultural stereotypes. As a result of cultural misunderstanding, African American students are placed in inappropriate educational programs and labeled as a student with disabilities. Disproportionality is an injustice and discrimination to students of color. Teachers should implement culturally responsive approaches in the classroom because all students need to feel accepted and not segregated because of some racial bias.
Procedural Safeguards
Mandic, Rudd, Hehir and Acevedo-Garcia, (2013) argues that special education legal jargon can be intimidating for parents of students with disabilities. If parents of students with disabilities cannot comprehend and interpret the technical language of the Procedural Safeguards then, advocating can become problematic. Literacy challenges regarding rights and responsibilities of students with disabilities can limit parental involvement. IDEA have created an avenue for parent involvement by having full access to the special education system regarding diagnosis evaluation and services. Parents of students with disabilities should explore an avenue to understand the complexity of the Procedural Safeguards because it is a very important tool for advocacy. In advocating for students with disabilities parents should be equipped by knowing about special education Procedural Safeguards in its entirety. Parents should be a prepared to be an advocate ensuring student with disabilities receive an appropriate education.
Parents of students with disabilities must understand the importance knowing their rights and protections. Procedural Safeguards are available in different native languages. If there are readability problems then parents should ask someone to read and explain the roles, responsibilities for both student with disabilities and parents. Parental involvement is very crucial for students with disabilities education especially when it comes to consent for evaluations and services .In addition, attending IEP meetings help parents to be aware of legal terms and role at the IEP meeting.
Recommendations
Some of these barriers can be broken by implementing strategies and best practices in the special education system. Parents don’t have to conform to the hurdles but run the race towards victory regarding the complexities of special education. Parents of students with disabilities face numerous complications regarding special education system such as parent involvement; disproportionality; and Procedural Safeguards.
Firstly, teachers should create opportunities for parental involvement in the classroom by creating a welcoming atmosphere. Establishing a concrete home to school and school to home communication between teachers and parents is very important. Providing opportunities for family volunteering creates parental involvement. In addition, teachers should provide a comment or suggestion box to improve parental involvement in the lives of students with disabilities. Promoting project learning in the community by involving parents of students with disabilities can be a beneficial form of participation.
Secondly, disproportionality affects parents and students with disabilities. If culturally responsive pedagogy in relation to the environment, and systems are implemented then, cultural bias can be reduced. Teachers practice cultural competence in the diverse classroom. Moreover, providing early intervention approaches can reduce disproportionality. In fact, teachers implementing culturally appropriate curriculum in the classroom will help students who are culturally and linguistically diverse feel accepted. Furthermore, teachers should implement collaborative approaches and culturally aligned methods for teaching diverse students.
Thirdly, Procedural Safeguards are given to parents so that they can be informed about rights, role and responsibilities under IDEA. Some parents have difficulty understanding the document because of readability, and language barriers. Schools should provide for reading materials for parents in their native language to help parents of students with disabilities understand their rights. In addition, Procedural Safeguards should be explained to the parents by qualified school personnel. Parents should raise questions to better understand their rights and responsibilities.
Finally, parents of students with disabilities encounter numerous trials such as such as parent involvement; disproportionality; and Procedural Safeguards. Teachers need to provide opportunities for parents to become involved at school. If teachers implement best practices regarding disproportionality then, students who are culturally and linguistically diverse will have hope for a better academic future. Parents should ask questions relating to the understanding of the complete Procedural Safeguards.
In conclusion, parents of students with disabilities face numerous complications regarding special education system such as parent involvement; disproportionality; and Procedural Safeguards. Parental involvement play a significant role in the lives of students with disabilities. In addition, teachers need to provide best practice approaches to help reduce disproportionality in the classroom. Moreover, parents should take a proactive approach and seek assistance and training if documentations and processes regarding special education cannot be understood.
References
Burke, M. (2013). Improving parental involvement: Training special education advocates. Journal of Disability Policy Studies, 225-234.
Chen, W., & Gregory, A. (2010). Parental involvement in the pre referral process: Implications for schools. Remedial and Special Education, 447-457.
Griner, A., & Stewart, M. (2012). Addressing the Achievement Gap and Disproportionality Through the Use of Culturally Responsive Teaching Practices. Urban Education, 585- 621.
Irvine, J. (2012). Complex relationships between multicultural education and special education: An African American Perspective. Journal of Teacher Education, 268-274.
Klugman, J., Lee, J., & Nelson, S. (n.d.). School co-ethnicity and Hispanic parental involvement. Social Science Research, 1320-1337.
Mandic, C., Rudd, R., Hehir, T., & Acevedo-Garcia, D. (2010). Readability of special education Procedural Safeguards. The Journal of Special Education, 195-203.
Polleck, J., & Shabdin, S. (2013). Building culturally responsive communities. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 142-149. DOI: 10.1080/00098655.2013.785382
About the Author
Reshma Mulchan is a fifth grade teacher at an Elementary School in South Florida. She obtained her bachelor’s degree at Broward College and is currently a graduate student at Florida International University pursuing a Master’s Degree in Special Education with a concentration in Autism. She believes that students with disabilities need effective teacher support in order to succeed. More specifically, her teaching philosophy states that “All students with disabilities can learn”. Her current research focuses on the role of special education teachers in assisting families of students with disabilities.
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