“It’s a journey that we’re still learning”: Caregivers’ perspectives on navigating special education

This phenomenological, qualitative study aimed to explore the needs, barriers, and facilitators of caregivers of children concerning their role in caring for a child in a special education program at an elementary school in the Midwest US. Eight caregivers took part in this study, comprising seven mothers and one guardian, all of whom were involved with children in a special education program. A phenomenological study design was used in which semi-structured interviews were conducted via virtual platforms and telephone to collect data from individual participants. Qualitative data were transcribed verbatim, and codes, categories, and themes were identified. Three themes and twelve subthemes were identified: 1) Barriers, including Challenges in general education classrooms, IEP-related challenges, System–level challenges, and Family–related challenges; 2) Facilitators, including Family-related strengths, IEP-related strengths, School-related strengths, and The value of a support system; 3) Needs, including Caregiver-driven skill-building in students, Bridging school and home: Parent awareness of school activities and homework, IEP-related needs, and Caregiver support group and advocacy. This study examines the challenges and strengths of urban caregivers navigating special education, highlighting actionable needs such as parent education, improved communication, and family-centered IEP practices.