First Advisor

Gershwin, Tracy

First Committee Member

Correa-Torres, Silvia

Second Committee Member

Sileo, Nancy

Third Committee Member

Murza, Kim

Degree Name

Doctor of Philosophy

Document Type

Dissertation

Date Created

12-2025

Department

College of Education and Behavioral Sciences, Special Education, Special Education Student Work

Abstract

The Individuals with Disabilities Education Act (IDEA, 2004) entitles parents of eligible students with disabilities to meaningful participation in their children’s educational planning. Despite this mandate, many parents encountered barriers that limited their ability to participate in special education processes. These challenges were amplified for culturally and linguistically diverse (CLD) families who often lacked the social and cultural capital needed to navigate the system (Trainor, 2010b). Culturally and linguistically diverse parents experience systemic barriers such as limited interpretation, discrimination, and cultural differences that restrict their engagement (Buren et al., 2018; Doucet, 2011; Harry, 2008; Kalyanpur et al., 2000; Sanders-Smith et al., 2020; Trainor, 2010a). While research showed that CLD parents gained empowerment and social-cultural capital through parent training (Burke et al., 2019, 2023; Rossetti et al., 2021), many Parent Training and Information Centers (PTICs) presented barriers that limit CLD family access (Cummings & Hardin, 2017; Mortier et al., 2021). The purpose of this study was to explore the experiences of 10 CLD parents of students with disabilities who participated in a parent leadership training program titled Activate Your Advocacy offered through the parent training and information center (PTIC) in a Western state. The study addressed the following research questions: Q1 What factors motivated CLD families to participate in the Activate Your Advocacy (AYA) program? Q2 What were the experiences of CLD families in the program? Q3 How did participation in AYA support their involvement in special education? Participants were recruited from four AYA program cohorts. The sample reflected diverse cultural identities including racially and linguistically diverse parents, LGBTQ members, individuals with disabilities, families experiencing poverty, and immigrant parents. Data were collected through semi-structured interviews and analyzed thematically, revealing nine themes within three categories: motivation (years of struggle, hope for improved outcomes), training experiences (content, access, relationships, recommendations), and advocacy application (individual, community, and system-level advocacy). Findings showed that participation increased most parents’ social and cultural capital, empowering them to advocate for their children and others. However, parents with disabilities reported accessibility barriers that negatively impacted their experiences. This study offers guidance for parent organizations, educators, and policymakers to design accessible, culturally responsive programs that strengthen CLD families’ participation and advance IDEA’s (2004) promise of meaningful engagement for all families. Keywords: Culturally and linguistically diverse (CLD) families, special education, advocacy, parent leadership training, Parent training and information centers, social and cultural capital, family engagement.

Abstract Format

html

Language

English

Extent

250 pages

Rights Statement

Copyright is held by the author.

Digital Origin

Born digital

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