Culturally and linguistically diverse parental participation: A critical analysis of the power of language in special education ARD committee meetings

Special education is a complex, multi-faceted system that is explicit in expectations, yet opaque in implementation. As such, confusion exists regarding how to effectively integrate parents and staff through collaborative decision making to produce a specially designed instruction plan for students with disabilities. This study explores the complex dynamics and barriers that impact effective decision making in ARD meeting where students are represented by culturally or linguistically diverse parents (CLD) resulting in the retention of an educational advocate or attorney. Several key themes that support why conflict often emerges during ARD committee meetings between CLD parents and school staff are revealed. This research study reinforced and demonstrated the types of interactions and perceptions that lead parents to engage educational advocates or attorneys as part of the decision-making teams to disrupt the dominant discourse and create a space for authentic interaction.

Embargo status: Restricted until January 2026. To request access, click on the PDF link to the left.