ArticleFrontiers in psychology2026
El acceso es esencial: procedural compliance alone does not ensure meaningful Latino parent participation in special education.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Ensuring equitable family participation is a foundational requirement of special education policy in the United States, yet persistent disparities indicate that access is not experienced uniformly across populations. This practice and policy review synthesizes interdisciplinary research on Latino parents' engagement in Child Find and Individualized Education Program (IEP) processes under the Individuals with Disabilities Education Act (IDEA), with emphasis on families who prefer Spanish or have limited English proficiency. Findings across legal, educational, and psychological literature identify converging barriers, including limited language access, inconsistent interpretation and translation practices, culturally incongruent communication, and immigration-related concerns that may inhibit trust and participation. These factors can compromise informed consent and reduce the effectiveness of family-school collaboration. The review analyzes how IDEA procedural safeguards interact with federal civil rights guidance and professional standards in school psychology, revealing gaps driven by ambiguous policy language and variable implementation. Implications highlight multilevel strategies-culturally responsive practices, structured parent supports, and systems-level consultation-to advance equitable access and strengthen outcomes for culturally and linguistically diverse students with disabilities.
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