Citations (36)
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Karma Jigyel, Judith Miller, Sofia Mavropoulou & Jeanette Berman. (2023) Expectations of Parents of Children with Disabilities in Bhutan Inclusive Schools. International Journal of Disability, Development and Education 70:3, pages 273-290.
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Laura A. Alba, Jessica Mercado Anazagasty, Anacary Ramirez & Austin H. Johnson. (2022) Parents’ Perspectives about Special Education Needs during COVID-19: Differences between Spanish and English-Speaking Parents. Journal of Latinos and Education 21:3, pages 239-250.
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Jesus Alejandra Valencia Medina, Kristina Rios, Janeth Aleman-Tovar & Meghan M. Burke. (2022) Exploring patterns between school perceptions, child behavior, and maternal well-being among Latina mothers of children with autism spectrum disorder (ASD). International Journal of Developmental Disabilities 68:2, pages 122-130.
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Kristina Rios & Meghan M. Burke. (2021) The Effectiveness of Special Education Training Programs for Parents of Children with Disabilities: A Systematic Literature Review. Exceptionality 29:3, pages 215-231.
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Cristina Santamaría Graff. (2021) Co-investigation and co-education in ‘family as faculty’ approaches: A repositioning of power. Theory Into Practice 60:1, pages 39-50.
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Molly K. Buren, Daniel M. Maggin & Christerralyn Brown. (2020) Meta-synthesis on the experiences of families from nondominant communities and special education collaboration. Exceptionality 28:4, pages 259-278.
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Meghan M. Burke, Molly K. Buren, Kristina Rios, Marlene Garcia & Sandra Magaña. (2019) Examining the short-term follow-up advocacy activities among Latino families of children with autism spectrum disorder. Research and Practice in Intellectual and Developmental Disabilities 6:1, pages 76-85.
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Carina Chaij, Meekyung Han & Lisa Graziano. (2014) Latino Families with a Child with Prader–Willi Syndrome: Exploring Needs for Support. Journal of Social Work in Disability & Rehabilitation 13:3, pages 207-225.
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Gerardo Moreno & FranciscoX. Gaytán. (2013) Reducing subjectivity in special education referrals by educators working with Latino students: using functional behavioral assessment as a pre-referral practice in student support teams. Emotional and Behavioural Difficulties 18:1, pages 88-101.
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Sandra Ixa Plata-Potter & Maria Rosario
T. de Guzman. (2012) Mexican Immigrant Families Crossing the Education Border: A Phenomenological Study. Journal of Latinos and Education 11:2, pages 94-106.
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Articles from other publishers (26)
Cristina Santamaría Graff & Melissa Ballesteros. (2023) Movement Toward Critical Consciousness and Humility Through Family as Faculty Approaches. Journal of Transformative Education.
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Lillian Durán, Lauren M. Cycyk & Ruby Batz. (2022) Voces de la Gente: Spanish-Speaking Families’ Perspectives on Early Childhood Special Education. Journal of Early Intervention 45:3, pages 285-305.
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Danielle M. Feeney, Carlos E. Lavín, Monique Matute-Chavarria, Haerin Park & Yun-Ju Hsiao. (2023) Engaging Families from Culturally and Linguistically Diverse Backgrounds in Virtual Individualized Education Program Meetings. Journal of Special Education Technology.
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Amalia W. Hernández, Iván Campos & Karen Zuniga Zyskind. (2023) Considerations in Utilizing Translanguaging Practices to Meet the Language Needs of Maya Children in U.S. Schools. Language, Speech, and Hearing Services in Schools 54:2, pages 379-386.
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Kristina Rios & Molly Buren. (2023) Parents’ Experiences Transitioning From Early Intervention Services to School Services. Journal of Early Intervention, pages 105381512311596.
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Kristina Rios & Janeth Aleman‐Tovar. (2022) Documenting the advocacy experiences among eight Latina mothers of children with intellectual and developmental disabilities. Journal of Policy and Practice in Intellectual Disabilities 20:1, pages 89-103.
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Adriana Luna, Courtney A. Zulauf-McCurdy, Shawna Harbin & Angel Fettig. (2022) Latina Mothers of Young Children With Special Needs: Personal Narratives Capturing the Impact of the COVID-19 Pandemic. Topics in Early Childhood Special Education 42:4, pages 302-314.
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Keysha A. Martinez-Torres & Stephen Camarata. (2022) Disability Eligibility Patterns in Head Start Programs: A Comparison of Puerto Rico and the United States. Inclusion 10:2, pages 134-146.
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Molly K. Buren, Daniel M. Maggin & Skip Kumm. (2021) A Study of Latina Mothers and Teachers’ Experiences with Home-School Partnerships in Special Education. Journal of Developmental and Physical Disabilities 34:3, pages 429-458.
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Marie Tejero Hughes, Sandra Magaña, Wendy Gonzales, Giselle Núñez & Marisol Moreno-Angarita. (2022) Colombian parents of children with autism spectrum disorder: Perceptions, experiences, and expectations. Journal of International Special Needs Education 25:1, pages 25-36.
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Keysha Martinez-Torres, Olivia Boorom, Tatiana Nogueira Peredo, Stephen Camarata & Miriam D. Lense. (2021) Using the Ecological Validity Model to adapt parent-involved interventions for children with Autism Spectrum Disorder in the Latinx community: A conceptual review. Research in Developmental Disabilities 116, pages 104012.
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Kristina Rios & Meghan M. Burke. (2020) Facilitators and Barriers to Positive Special Education Experiences and Health Among Latino Families of Children with Disabilities: Two Systematic Literature Reviews. Review Journal of Autism and Developmental Disorders 8:3, pages 299-311.
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Georgina Rivera-Singletary & Ann Cranston-Gingras. (2019) Students With Disabilities From Migrant Farmworker Families: Parent Perspectives. Rural Special Education Quarterly 39:2, pages 60-70.
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Sharon Elizabeth Kummerer. (2009) Current Topics in Review Andrea M. Babkie, Associate Editor: Language Intervention for Hispanic Children With Language-Learning Disabilities: Evidence-Based Practice. Intervention in School and Clinic 45:3, pages 192-200.
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