Middle Eastern, North African, and South Asian families experiences with special education in the United States

The parents’ role in implementing appropriate educational programming for children with disabilities was written into federal legislation under the Education for All Handicapped Children Act of 1975 (EAHCA). Yet the nuances, legalities, and overly complex language used in special education paperwork has proven to be a deterrent and hindrance to many minority parents and families. This dissertation seeks to add to the current literature on minority families in special education with a specific focus on the underrepresented group of Middle Eastern, North African, and South Asian Americans. Results of this study reinforce the suspicion of lack of understanding of their roles and rights regarding special education and disabilities. Because of the small participant size, findings of this study may not be generalized to the greater population but can provide evidence and guidance to educators working with students from culturally and linguistically diverse backgrounds. Implications and findings will be discussed with further recommendations for future research and educational opportunities.

Name thesis:degree_name

Doctor of Philosophy

Discipline thesis:degree_discipline

Special Education

Grantor

Texas Woman's University

Year dc:date.issued

2022

Author dc:creator

• Elramly, Nehal E.

Advisor dc:contributor.advisor

• Keeley, Randa

Committee members dc:contributor.committeemember

• Peterson, Maria
• TrujilloJenks, Laura
• Goo, Minkowan

• Middle Eastern
• South Asian
• North African
• Special education
• Disabilities

Language dc:language.iso

English

Handle dc:identifier.uri

https://hdl.handle.net/11274/15180

OAI identifier oai:identifier

oai:twu-ir.tdl.org:11274/15180