Experiences of Latina Mothers Participating in an Advocacy Program: A Narrative Analysis

Family-school partnership is an essential component of the special education process for children with intellectual and developmental disabilities (IDD). Latinx families especially face systemic barriers when participating in education decision-making for their children with IDD. To bridge this gap, parents often turn to advocacy training programs seeking empowerment and insight into the special education process. This case study investigates the lived experiences of Latina parents engaged in a parent advocacy program (i.e. Families Included in Receiving Better Special Education, FIRME), aiming to understand their needs and challenges during the individualized education programs (IEP) process. Despite previous research on Latinx parents’ special education knowledge and advocacy skills after participating in such programs, gaps remain regarding how Latinx parents’ attitudes, knowledge, skills, and emotional dynamics shape their advocacy journeys. This study provides a nuanced understanding that can refine the content and delivery of advocacy programs to better meet the unique needs of Latinx parents of children with IDD. Through a narrative analysis approach, the experiences of nine Latina mothers who completed the FIRME program were examined. These mothers cited: prior engagement in advocacy efforts, driven by distrust toward school personnel, and revealed feelings of emotional suppression during their children’s IEP meetings.