Exploring Barriers Latino Families Face During the IEP Process

Elia I Jimenez, M.A.

The IDEIA (Individuals with Disabilities Education Improvement Act) 2004, while designed to ensure that every child with special needs is receiving adequate services, unfortunately implementation is often problematic. The law recognizes the importance of family-professional collaboration in deciding intervention services. However, cultural background often prevents parents from actively participating in the decision-making process. This research describes the experiences of 11 Latino parents of children with autism and or Asperger’s disorder during their child’s Individualized Educational Program (IEP) meeting.  A semi-structured interview was used to explore their experiences and barriers. Results indicate that Latino families struggle to access appropriate intervention services. They feel that they are not provided with enough information to have an adequate understanding of the IEP procedures or to feel prepared for them. In addition, they experience negative feelings, and express unmet needs. Based on these results, suggestions are made on ways to improve the IEP process as a whole and, in particular how cultural variables should be addressed and used to improve the implementation of an IEP.