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The Experiences of Muslim Parents of Children with Disabilities within Special Education in the United States

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Title: The Experiences of Muslim Parents of Children with Disabilities within Special Education in the United States
Language: English
Authors: Adam S. Forbes (ORCID 0000-0002-5022-6679), Fabián Arroyo-Rojas, Martin E. Block
Source: Journal of Special Education. 2026 59(4):228-240.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Muslims, Parents, Children, Students with Disabilities, Special Education, Parent Attitudes, Parent Role, Advocacy, Barriers, Cultural Influences, Coping, Religion, Self Concept
DOI: 10.1177/00224669251352827
ISSN: 0022-4669
1538-4764
Abstract: The purpose of this study was to explore the positioning experiences of Muslim parents of children with disabilities in the special education process in the United States grounded in positioning theory. The participants were nine individuals (five women; four men) who self-identified as Muslim and parents of children with disabilities currently receiving special education services. The primary data sources were two semi-structured one-on-one interviews and researchers' reflexive notes. The following interrelated themes were constructed: (a) deliberate self-positioning as a Muslim parent, (b) deliberate self-positioning as an advocate in their child's education, and (c) challenges in special education. These themes highlight how Muslim parents took various positions depending on the alignment of rights and duties among themselves and special education teams.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497249
Database: ERIC
FullText Text:
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IllustrationInfo
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  Data: The Experiences of Muslim Parents of Children with Disabilities within Special Education in the United States
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Adam+S%2E+Forbes%22">Adam S. Forbes</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5022-6679">0000-0002-5022-6679</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fabián+Arroyo-Rojas%22">Fabián Arroyo-Rojas</searchLink><br /><searchLink fieldCode="AR" term="%22Martin+E%2E+Block%22">Martin E. Block</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Special+Education%22"><i>Journal of Special Education</i></searchLink>. 2026 59(4):228-240.
– Name: Avail
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 13
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Muslims%22">Muslims</searchLink><br /><searchLink fieldCode="DE" term="%22Parents%22">Parents</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Role%22">Parent Role</searchLink><br /><searchLink fieldCode="DE" term="%22Advocacy%22">Advocacy</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Coping%22">Coping</searchLink><br /><searchLink fieldCode="DE" term="%22Religion%22">Religion</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink>
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  Data: 10.1177/00224669251352827
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  Data: 0022-4669<br />1538-4764
– Name: Abstract
  Label: Abstract
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  Data: The purpose of this study was to explore the positioning experiences of Muslim parents of children with disabilities in the special education process in the United States grounded in positioning theory. The participants were nine individuals (five women; four men) who self-identified as Muslim and parents of children with disabilities currently receiving special education services. The primary data sources were two semi-structured one-on-one interviews and researchers' reflexive notes. The following interrelated themes were constructed: (a) deliberate self-positioning as a Muslim parent, (b) deliberate self-positioning as an advocate in their child's education, and (c) challenges in special education. These themes highlight how Muslim parents took various positions depending on the alignment of rights and duties among themselves and special education teams.
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  Data: 2026
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  Data: EJ1497249
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        Value: 10.1177/00224669251352827
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 228
    Subjects:
      – SubjectFull: Muslims
        Type: general
      – SubjectFull: Parents
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Parent Attitudes
        Type: general
      – SubjectFull: Parent Role
        Type: general
      – SubjectFull: Advocacy
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Cultural Influences
        Type: general
      – SubjectFull: Coping
        Type: general
      – SubjectFull: Religion
        Type: general
      – SubjectFull: Self Concept
        Type: general
    Titles:
      – TitleFull: The Experiences of Muslim Parents of Children with Disabilities within Special Education in the United States
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            NameFull: Adam S. Forbes
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            NameFull: Fabián Arroyo-Rojas
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            NameFull: Martin E. Block
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              Type: published
              Y: 2026
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            – Type: issn-print
              Value: 0022-4669
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              Value: 1538-4764
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              Value: 59
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Journal of Special Education
              Type: main
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