Date of Award

2025

Document Type

Dissertation

Degree Name

Psychology (Ph.D.)

Department

Psychology

First Advisor

Samuel Ortiz

Second Advisor

Jenny Zheng Zhou

Third Advisor

Imad Zaheer

Abstract

This study explored Spanish-speaking parents' involvement, perception, and experience with Committee on Special Education (CSE) meetings. This study also sought to gauge knowledge and understanding of special education law. Special education law explicitly states that parents should be active participants in CSE meetings and have a role in creating their child's Individualized Education Program (IEP). Schools are mandated to abide by special education laws and conduct meetings in which every parent has a fair opportunity to collaborate and discuss the child's educational program. Previous research shows there may be a disconnect between Spanish-speaking parents and their children's educators. This study collected qualitative data by way of seven individual interviews with Spanish-speaking mothers. Findings showed that Spanish-speaking parents must be better informed of legal rights when they have a child requiring special education services. Findings also suggest that although Spanish-speaking parents attend CSE meetings and report feeling comfortable participating in the meeting and asking questions regarding their child’s educational placement and services, they are taking a passive role during the meeting. By introducing increased awareness to parents of the role they can play in their child’s educational program may enable the child to be more academically successful.

Keywords: Spanish-speaking, mothers, special education, Individuals with Disabilities Education Act, Committee on Special Education, procedural safeguards, parental involvement

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