Latina Mothers' Views of a Parent-to-Parent Support Group in the Special Education System

Tracy Gershwin Mueller · Madeline Milian · Maria Islas Lopez

61 citations0/0 files storedResearch and Practice for Persons with Severe Disabilities

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Family and Disability Support Research Parental Involvement in Education Mental Health and Patient Involvement

Abstract

Parent–professional partnership literature continues to emphasize the importance of including the parent voice. Spanish-speaking families are often excluded from such studies because of the language barrier. This article presents a qualitative interview study of eight Latina mothers of children with severe disabilities. All participants were members of a parent-to-parent support group available through a local community board. Data analysis revealed that the mothers identified three major benefits of the parent-to-parent support group, including (a) feeling like a family, (b) having a source of information, and (c) receiving emotional support. Findings indicated that information and assistance the parents were missing from the school system were offered through their group. Implications for educational providers and future research will be presented and discussed.

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1990Qualitative evaluation and research methods 1990Qualitative evaluation and research methods 1990Designing Qualitative Research 1989Multicultural Education: Issues and Perspectives 1997Why Do Parents Become Involved in Their Children's Education?1999Designing qualitative research, 3rd ed.1991School Programs and Teacher Practices of Parent Involvement in Inner-City Elementary and Middle Schools 1990Advances in behavioral assessment of children and families

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2016Characterizing the systems of support for families of children with disabilities: A review of the literature 2014Fathers’ Experiences With the Special Education System 2016A Culturally and Linguistically Responsive Framework for Improving Academic and Postsecondary Outcomes of Students with Moderate or Severe Intellectual Disability

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