Engaging Immigrant Families of Children with Disabilities: Recommendations for Practitioners

Authors

• Robai N. Werunga, University of Massachusetts at LowellFollow
• John William McKennaFollow
• Rocio Rosales, University of Massachusetts LowellFollow

Abstract

Family involvement is essential for positive school outcomes. Yet research suggests that family engagement for students with disabilities may be marked by conflict. Furthermore, creating an environment that promotes active engagement for immigrant families may be challenging. In this paper, we synthesize existing research, legal guidance, and community-engaged insights to present four practice-oriented recommendations for educators and practitioners working with immigrant families of children with disabilities. Grounded in Hans and Love’s stages of immigrant family engagement, these recommendations aim to support meaningful and culturally responsive participation in special education processes.

Plain Language Summary

In this paper, authors discuss how schools can better support and engage immigrant families who have children with disabilities. Even though a federal law called the Individuals with Disabilities Education Act (IDEA) says parents must help plan their child’s special education, schools often find it hard to include immigrant families.

There are several reasons for this. Families may speak a different language, not understand how schools work in the U.S., or come from cultures with different views on education. Many families also do not know their rights or much about disabilities like Autism or Emotional and Behavioral Disorders. In their home countries, these conditions may be seen in different ways.

The authors explain a model called the Stages of Immigrant Family Involvement by Hans and Love. This model shows four stages families may go through.

• Cultural Survivors – Families who are new to the U.S. and focused on finding food, housing, and other basic needs.
• Cultural Learners – Families who are starting to learn how schools work in the U.S.
• Cultural Connectors – Families who feel more comfortable and help other families understand the school system.
• Cultural Leaders – Families who speak up for others and push for better services and support.

To help immigrant families, the authors give four main ideas:

1. Use Better Translation and Interpretation. Schools should use simple language and trained interpreters who understand the family’s culture. Just translating papers is not enough. Families need to understand what the words mean.
2. Meet Families in Their Communities. Families may feel more at ease in familiar places like churches or community centers. Holding meetings in these places can help families take part more easily.
3. Work with Cultural Brokers. Cultural brokers are trusted people who understand both the family’s culture and the school system. Schools can train them to help families feel welcome and informed.
4. Share Helpful Resources. Many states have Parent Training and Information (PTI) Centers and Special Education Parent Advisory Councils (SEPACs). These groups help parents support their children. But immigrant families may not know about them. Schools should tell families about these groups and help them get involved.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

Recommended Citation

Werunga, Robai N.; McKenna, John William; and Rosales, Rocio (2026) "Engaging Immigrant Families of Children with Disabilities: Recommendations for Practitioners," Developmental Disabilities Network Journal: Vol. 5: Iss. 2, Article 20.
DOI: 10.59620/2694-1104.1132
Available at: https://digitalcommons.usu.edu/ddnj/vol5/iss2/20