Examining Empowerment, Family–School Partnerships, and Advocacy Among Rural and Urban Latino Families of Children With Disabilities

Abstract

Latino students and their families are the fastest growing minority group in the country, yet it is unclear whether rural (vs. urban) Latino families of students with disabilities have different needs. In this pilot study, 65 Latino family members of students with disabilities (15 rural; 50 urban) responded to a questionnaire about empowerment, family–school partnerships, and advocacy. Although there were no differences in empowerment, rural (vs. urban) participants reported stronger family–school partnerships. Rural participants reported contextual barriers to advocacy (i.e., discrimination, and racism); urban participants reported disability-related barriers (i.e., lack of parent training).