Inclusive Perspectives in Early Childhood Special Education: Navigating Experiences of Families and Educators in the South Texas Community

Author

• Jessica Ann Garza, The University of Texas Rio Grande Valley

Date of Award

5-1-2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum & Instruction

First Advisor

Paul Sale

Second Advisor

John Lowdermilk

Third Advisor

Noe Ramos

Abstract

This study examines the relationship between family systems and inclusive outcomes in Early Childhood Special Education (ECSE) programs in South Texas. Guided by Family Systems Theory and the family life cycle perspective, the research explores how family structures, cultural values such as familismo, bilingualism, and cross‑border healthcare access influence educational engagement and student progress. The South Texas region, characterized by its majority Hispanic population, bilingual households, and proximity to the U.S.–Mexico border, presents a unique context for understanding how cultural assets and systemic barriers shape ECSE collaboration. Using a convergent parallel mixed‑methods design, the study integrates quantitative survey data on family engagement and student progress with qualitative focus group insights from families and educators. Findings generate a nuanced understanding of facilitators and barriers to inclusive practice and to inform culturally responsive strategies that strengthen family–professional partnerships and promote academic achievement for young children with disabilities in borderland communities.

Comments

Copyright 2026 Jessica Ann Garza. All rights reserved. https://proquest.com/docview/3371254585

Recommended Citation

Garza, J. A. (2026). Inclusive Perspectives in Early Childhood Special Education: Navigating Experiences of Families and Educators in the South Texas Community [Doctoral dissertation, The University of Texas Rio Grande Valley]. ScholarWorks @ UTRGV. https://scholarworks.utrgv.edu/etd/1895