Parents’ Perspectives about Special Education Needs during COVID-19: Differences between Spanish and English-Speaking Parents

ABSTRACT

The purpose of this study was to explore parents’ perspectives about the special education process during the COVID-19 pandemic. The sample consisted of Spanish-speaking and English-speaking parents (N = 102) of children receiving special education services. Results indicated that language (English or Spanish), but not household income or parental education, was significantly associated with whether or not a child was receiving special education services during COVID-19, such that English-speaking parents were more likely to report that their child was receiving services relative to Spanish-speaking parents. The same predictors along with consideration of culture were used to examine the level of challenge children experience with online special education services. Language and consideration of one’s culture were significantly associated with the level of challenge children experienced when receiving online special education services, in which Spanish-speaking parents and parents who perceived that the IEP team rarely considered their child’s culture reported having more difficulty. Qualitative responses suggested that most parents were worried about their children regressing in academic gains. Preliminary results emphasize the need for understanding the perspectives of parents in navigating special education services to enhance equity in service access.

KEYWORDS:

• Special education
• parents
• Spanish-speaking
• equity
• Latino/a children and families
• pandemic

Disclosure statement

No potential conflict of interest was reported by the author(s).

Supplementary material

Supplemental data for this article can be accessed on the publisher’s website.

Additional information

Funding

This work was supported by the UCR Faculty Startup Funding.