Advisor

Bowen, Sandy K.

Committee Member

Correa-Torres, Silvia M.

Committee Member

Urbach, Jennifer

Committee Member

Milian, Madeline

Department

College of Education and Behavioral Sciences; School of Special Education

Institution

University of Northern Colorado

Type of Resources

Text

Place of Publication

Greeley, (Colo.)

Publisher

University of Northern Colorado

Date Created

8-2020

Extent

277 pages

Digital Origin

Born digital

Abstract

Rasmussen, Sandra Helena. Characteristics and Motivation of Spanish-Speaking Latinx Families of Children with Disabilities Engaged in a Family Support Group. Published Doctor of Philosophy dissertation, University of Northern Colorado, 2020. English learners consistently demonstrate achievement gaps with family educational engagement being one method to improve student academic achievement, however, culturally and linguistically diverse families engage less due to cultural and language differences as well as due to motivational barriers. The purpose of this phenomenological qualitative study was to add to the limited literature by gaining insights into the motivational reasons of Spanish-speaking families to engage in a family support group. The motivational findings from two focus groups and 4 individual interviews with Spanish-speaking families were then related to models and recommendations for family engagement to add to our understanding of how to effectively engage Spanish-speaking families who have children with disabilities. Common family motivational findings related to issues with special education staff and services which lead to feelings like they had to fight for their child’s services. Additionally, common family motivation results indicated that families sought support and information that they were not finding in the schools. Findings indicated that the family support group aligned with areas of Epstein’s (2010) as well as to the Hoover-Dempsey and Sandler’s (Hoover-Dempsey et al., 2005) models of family engagement which empowered families. Further analysis also indicated that the family support group aligned well with recommendations for culturally responsive practices and the six indicators of collaborative partnerships while the schools did not. Results indicated that special education teams can improve their relationships with families by offering support and information while aligning with culturally and responsive practices as well as indicators of collaborative partnerships. Keywords: collaborative partnership indicators, culturally and linguistically diverse, culturally responsive practices, English learner, empowerment, family educational engagement, special education, Latinx, motivation, Spanish-speaking families

Notes

Rasmussen, Sandra Helena. Characteristics and Motivation of Spanish-Speaking Latinx Families of Children with Disabilities Engaged in a Family Support Group. Published Doctor of Philosophy dissertation, University of Northern Colorado, 2020. English learners consistently demonstrate achievement gaps with family educational engagement being one method to improve student academic achievement, however, culturally and linguistically diverse families engage less due to cultural and language differences as well as due to motivational barriers. The purpose of this phenomenological qualitative study was to add to the limited literature by gaining insights into the motivational reasons of Spanish-speaking families to engage in a family support group. The motivational findings from two focus groups and 4 individual interviews with Spanish-speaking families were then related to models and recommendations for family engagement to add to our understanding of how to effectively engage Spanish-speaking families who have children with disabilities. Common family motivational findings related to issues with special education staff and services which lead to feelings like they had to fight for their child’s services. Additionally, common family motivation results indicated that families sought support and information that they were not finding in the schools. Findings indicated that the family support group aligned with areas of Epstein’s (2010) as well as to the Hoover-Dempsey and Sandler’s (Hoover-Dempsey et al., 2005) models of family engagement which empowered families. Further analysis also indicated that the family support group aligned well with recommendations for culturally responsive practices and the six indicators of collaborative partnerships while the schools did not. Results indicated that special education teams can improve their relationships with families by offering support and information while aligning with culturally and responsive practices as well as indicators of collaborative partnerships. Keywords: collaborative partnership indicators, culturally and linguistically diverse, culturally responsive practices, English learner, empowerment, family educational engagement, special education, Latinx, motivation, Spanish-speaking families

Degree type

PhD

Degree Name

Doctoral

Local Identifiers

Rasmussen_unco_0161D_10874.pdf

Rights Statement

Copyright is held by the author.

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