African American Parents With Children With Disabilities: Gathering Home-School Reflections

Document Type


Publication Date


Publication Title

Intervention in School and Clinic

First page number:


Last page number:



African American families are multidimensional entities that change over time. This is particularly true when there is a child with a disability in the family. The communication and interaction of the family and parents with the teachers and school in which their child receives special education services are of crucial importance. The goal for all is a relationship based on equity and parity, but research indicates that often this is not the case for African American parents who have a child with a disability. Based on a review of the literature focused on African American parents with a child with a disability and their sense of alienation from their child's school, a questionnaire is presented in which parents reflect on the barriers in five categories identified in the literature (e.g., personal concerns, work concerns, lack of interest, logistical concerns, teacher/parent relationships) that may impede the development of a professional partnership with those who provide special education services to their child. The questionnaire is presented and suggestions for its usage are provided.


Parents; African American parents; Home-school partnerships; Equity and parity; Assessing parental alienation


African American Studies | Arts and Humanities | Disability and Equity in Education | Education | Race, Ethnicity and Post-Colonial Studies



UNLV article access

Search your library