Cultural Barriers to IEPs

As most educators and many families know, Individualized Education Plans (IEPs) are a fundamental part of the educational journey for many differently abled students. Legislation such as the Education for All Handicapped Children Act, the Individuals with Disabilities Education Act (IDEA), and the Individuals with Disabilities Education Improvement Act, have ensured family-professional collaboration in IEPs. Further,

“A fundamental provision of the amendments to the IDEA requires school professionals to involve parents of students with disabilities in the educational decision-making process, and to incorporate parents’ knowledge of their children in the planning and designating of their children’s educational services” (Jung, 2011).

On the other hand, they can also be daunting and frustrating for everyone involved. While legislation like this is extremely important in giving parents/guardians a voice, and an opportunity to advocate for their children when it comes to their education, many parents find themselves attending, but not truly participating as an equal partner in the process (Jung, 2011). I have two cousins with Down Syndrome, and I have witnessed the amount of time and effort that goes into just understanding the resources and services that are available, let alone ensuring the child receives them.

One significant difference between people with disabilities and other minority groups is that, “people with disabilities (like gays and lesbians) are often the only one in their family and in their neighborhood” (Olkin, 2002). This creates an automatic learning curve for parents and, in my opinion, is a social-emotional barrier for all able-bodied parents based on the simple fact that they do not know what it is like to be disabled. It is a different kind of challenge to advocate for something you have never experienced.

Now let’s take into account contextual factors. Suzuki, Alexander, Lin and Duffy, (2006), list the following factors as, “variables and potential barriers that impact assessment and intervention [of psychopathology] with racial/ethnic minority youth”.

• Low SES

• Racial/ethnic background

• Religious/spiritual beliefs

• Parenting factors

I believe that these factors apply, not only when it comes to psychopathology, but in the case of IEPs as well. For culturally and linguistically diverse families, already existing barriers to the process are exacerbated.

Jung (2011), identified, “key elements that adversely affect the level of participation of parents who are culturally and Linguistically Diverse (CLD)”.

• Family’s acculturation level

• Limited English proficiency

• Difference in values and attitudes towards disability

• Communication

• Lack of knowledge about the IEP process

There is a clear overlap in the above elements and the factors presented by Suzuki, et al (2006). The Disability Rights Education & Defense Fund’s “Special Education Terms and Glossary,” gives some basic insight into why the IEP process can be so daunting. The list includes nearly fifty terms and acronyms -- intimidating even if English is your first language.

This highlights the importance of acknowledging disability as a minority status and honoring the intersectionality that comes with this. According to Olkin (2002), while there are notable differences, “there are many similarities in the minority experience, whether it is based on disability, ethnicity, gender, or sexual orientation”. All IEP’s should not be treated the same way. We should be making more efforts to employ competencies in these settings as they relate to all aspects of culture, including disability status.