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Empowering Latino Parents in the Special Education Process.

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Title: Empowering Latino Parents in the Special Education Process.
Authors: Palacios, Laura Malagon1 (AUTHOR), Yosai, Erin R.2 (AUTHOR)
Source: Communiqué (0164-775X). Oct2026, Vol. 55 Issue 2, p12-16. 5p.
Subject Terms: *Individualized education programs, *Communication barriers, *Parenting, *School psychologists, *Special education, Cross-cultural differences, Bilingual books, Hispanic American children
Geographic Terms: United States
Abstract: This article focuses on improving the Individualized Education Program (IEP) experience for Latino families by addressing cultural, linguistic, and systemic barriers that affect their participation. It highlights that Latino students represent a growing portion of the U.S. student population and are served under the Individuals with Disabilities Education Act (IDEA), yet Latino parents often face challenges such as language barriers, cultural misunderstandings, immigration-related fears, and limited access to resources that hinder meaningful involvement in the special education process. The article emphasizes the role of school psychologists in fostering culturally responsive practices, building rapport through intentional communication strategies, and supporting parent advocacy training programs tailored to Spanish-speaking Latino families. It also recommends utilizing bilingual resources and community partnerships to empower Latino parents and promote equitable participation in IEP decision-making. [Extracted from the article]
Copyright of Communiqué (0164-775X) is the property of National Association of School Psychologists and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Communiqué+%280164-775X%29%22">Communiqué (0164-775X)</searchLink>. Oct2026, Vol. 55 Issue 2, p12-16. 5p.
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  Data: *<searchLink fieldCode="DE" term="%22Individualized+education+programs%22">Individualized education programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Communication+barriers%22">Communication barriers</searchLink><br />*<searchLink fieldCode="DE" term="%22Parenting%22">Parenting</searchLink><br />*<searchLink fieldCode="DE" term="%22School+psychologists%22">School psychologists</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Cross-cultural+differences%22">Cross-cultural differences</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+books%22">Bilingual books</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+children%22">Hispanic American children</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
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  Data: This article focuses on improving the Individualized Education Program (IEP) experience for Latino families by addressing cultural, linguistic, and systemic barriers that affect their participation. It highlights that Latino students represent a growing portion of the U.S. student population and are served under the Individuals with Disabilities Education Act (IDEA), yet Latino parents often face challenges such as language barriers, cultural misunderstandings, immigration-related fears, and limited access to resources that hinder meaningful involvement in the special education process. The article emphasizes the role of school psychologists in fostering culturally responsive practices, building rapport through intentional communication strategies, and supporting parent advocacy training programs tailored to Spanish-speaking Latino families. It also recommends utilizing bilingual resources and community partnerships to empower Latino parents and promote equitable participation in IEP decision-making. [Extracted from the article]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of Communiqué (0164-775X) is the property of National Association of School Psychologists and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=196883184
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      – Code: eng
        Text: English
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        PageCount: 5
        StartPage: 12
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      – SubjectFull: Individualized education programs
        Type: general
      – SubjectFull: Communication barriers
        Type: general
      – SubjectFull: Parenting
        Type: general
      – SubjectFull: School psychologists
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      – SubjectFull: Special education
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      – SubjectFull: Cross-cultural differences
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      – SubjectFull: Bilingual books
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      – SubjectFull: Hispanic American children
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      – SubjectFull: United States
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      – TitleFull: Empowering Latino Parents in the Special Education Process.
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            – D: 01
              M: 10
              Text: Oct2026
              Type: published
              Y: 2026
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