Effects of Autism on Latina Maternal Participation in the Individualized Education Program
Introduction: Review of the Literature
In creating an appropriate education for students with Autism Spectrum Disorder (ASD), parent involvement is a critical piece of the puzzle. According to the National Research Council (2001), the majority of empirically supported interventions reviewed by the Committee on Educational Interventions for Children with Autism involved a parent component, and most research programs used a parent-training approach. The benefits of parent involvement are also recognized in the nation’s special education law, the Individuals with Disabilities Education Improvement Act (IDEA) of 2004, which is validated by over 30 years of …show more content…
Currently, only a minimal amount of research exists regarding the ASD caregiving experience of Latinos compared to that of Caucasians (Blanche Diaz, Barretto, & Cermak, 2015). The ASD literature continues to pertain predominantly to Caucasians even as Latinos now make up the largest ethnic population in the United States (Centers for Disease Control and Prevention, 2015). Although ASD is more prevalent among Caucasians than Latinos, at 15.8 per 1000 versus 10.8 per 1000 respectively (Centers for Disease Control and Prevention, 2014), the lower prevalence among Latinos is not …show more content…
In fact, Benson et al. (2008) found that the degree to which schools encourage, provide opportunities for, and actively support involvement was a greater predictor of maternal involvement than severity of ASD, parental demands, and family resources. This finding therefore suggests a significant positive effect between school facilitation of parental involvement and actual parental involvement. A concern in light of this finding is the language barrier commonly found between school systems and Latino parents. For example, in the previously highlighted study by Wagner et al. (2012), data from two nationally representative samples of students with disabilities—the Special Education Elementary Longitudinal Study (SEELS) and the National Longitudinal Transition Study–2 (NLTS2)—revealed that nearly half of the students attended schools where informational material about school policies and programs was translated into multiple
Introduction: Review of the Literature
In creating an appropriate education for students with Autism Spectrum Disorder (ASD), parent involvement is a critical piece of the puzzle. According to the National Research Council (2001), the majority of empirically supported interventions reviewed by the Committee on Educational Interventions for Children with Autism involved a parent component, and most research programs used a parent-training approach. The benefits of parent involvement are also recognized in the nation’s special education law, the Individuals with Disabilities Education Improvement Act (IDEA) of 2004, which is validated by over 30 years of …show more content…
Currently, only a minimal amount of research exists regarding the ASD caregiving experience of Latinos compared to that of Caucasians (Blanche Diaz, Barretto, & Cermak, 2015). The ASD literature continues to pertain predominantly to Caucasians even as Latinos now make up the largest ethnic population in the United States (Centers for Disease Control and Prevention, 2015). Although ASD is more prevalent among Caucasians than Latinos, at 15.8 per 1000 versus 10.8 per 1000 respectively (Centers for Disease Control and Prevention, 2014), the lower prevalence among Latinos is not …show more content…
In fact, Benson et al. (2008) found that the degree to which schools encourage, provide opportunities for, and actively support involvement was a greater predictor of maternal involvement than severity of ASD, parental demands, and family resources. This finding therefore suggests a significant positive effect between school facilitation of parental involvement and actual parental involvement. A concern in light of this finding is the language barrier commonly found between school systems and Latino parents. For example, in the previously highlighted study by Wagner et al. (2012), data from two nationally representative samples of students with disabilities—the Special Education Elementary Longitudinal Study (SEELS) and the National Longitudinal Transition Study–2 (NLTS2)—revealed that nearly half of the students attended schools where informational material about school policies and programs was translated into multiple