Examining the Perspectives of Latino Families of Children with Autism Spectrum Disorder towards Advocacy

Autor/inn/en	Burke, Meghan M.; Rios, Kristina; Garcia, Marlene; Sandman, Linda; Lopez, Brenda; Magaña, Sandra
Titel	Examining the Perspectives of Latino Families of Children with Autism Spectrum Disorder towards Advocacy
Quelle	In: Exceptionality, 27 (2019) 3, S.201-214 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rios, Kristina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2018.1433041
Schlagwörter	Hispanic Americans; Family Attitudes; Children; Autism; Pervasive Developmental Disorders; Hispanic American Students; Students with Disabilities; Child Advocacy; Cultural Pluralism; Parents; Parent Attitudes; Parent Participation; Ethnic Groups; Barriers; Stress Variables; Family School Relationship; Attitudes toward Disabilities; Disability Discrimination; Educational Legislation; Equal Education; Federal Legislation; Spanish Speaking; Special Education; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Child; Kind; Kinder; Autismus; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Disability; Disabilities; Behinderung; Kinder- und Jugendanwaltschaft; Kulturpluralismus; Eltern; Elternverhalten; Elternmitwirkung; Ethnie; Bildungsrecht; Schulgesetz; Bundesrecht; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Rapidly becoming the largest ethnic group of American students, compared to White students with disabilities, Latino students with disabilities receive less services and their parents are more likely to struggle to receive services. Yet, it is unclear how Latino families advocate for their children with disabilities including how cultural values facilitate their advocacy efforts. In this study, four focus groups were conducted with 46 Latino parents of children with autism spectrum disorder. Parents reported advocating by being assertive but not aggressive, being involved in school activities, communicating with the school and documenting the communication, and relying on knowledge and faith. Parents also reported facilitators (i.e., knowledge and resources, increased parent-school communication, and greater peer support) and barriers (i.e., poor school experiences, school related-stress, and stigma and discrimination) to advocacy. Implications for research, policy, and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01