Theses and Dissertations

Date of Award

7-1-2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Alejandro Garcia

Second Advisor

Federico Guerra

Third Advisor

Steve Chamberlain

Abstract

Meaningful parental involvement is essential to ensuring that students receiving special education services have access to appropriate educational support and opportunities for academic success. Despite the protections provided under the Individuals with Disabilities Education Act (IDEA), many Hispanic parents continue to experience barriers that limit their participation in the Individualized Education Program (IEP) process. The purpose of this qualitative case study was to explore Hispanic parents’ perspectives on parental involvement in special education within a public-school setting and to examine their expectations of school leaders, district personnel, and teachers. The study also explored the perspectives of school administrators, special education teachers, and educational diagnosticians regarding the practices used to promote meaningful family engagement throughout the special education process. Data were collected through semi-structured interviews with five Hispanic parents of children receiving special education services in public schools within the Rio Grande Valley, as well as three school administrators, three special education teachers, and three educational diagnosticians. The data were analyzed using thematic analysis to identify recurring patterns, shared experiences, and perceptions related to parental involvement, communication, collaboration, and leadership practices.

The findings revealed that meaningful parental involvement was influenced by the quality of communication between schools and families, parents' understanding of the special education process, and the extent to which school personnel fostered collaborative and culturally responsive relationships. Parents emphasized the importance of receiving timely information, clear explanations of the IEP process, and opportunities to participate in educational decision-making before and during IEP meetings. School personnel identified consistent communication, relationship building, and family-centered practices as essential components for strengthening partnerships with parents. The findings also highlighted barriers, including limited knowledge of special education procedures, language differences, and inconsistent opportunities for meaningful engagement.

The study concluded that school leaders who implemented proactive communication strategies, encouraged collaborative decision-making, and promoted culturally responsive practices were better positioned to strengthen family-school partnerships and enhance parental involvement in special education. The findings provided recommendations for educational leaders seeking to improve family engagement practices and support equitable educational opportunities for students with disabilities.

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Copyright 2026 Citlali Lucero. All Rights Reserved. https://proquest.com/docview/3409016488

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