A Study of the Families Included in Receiving Better Special Education Services (FIRME) Project for Latinx Families of Children with Autism and Developmental Disabilities

Family-professional partnership is an essential component of the special education process for children with intellectual and/or developmental disabilities (IDD), including autism spectrum disorder (ASD). Latinx families face systemic barriers when participating in educational decision-making for th...

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Bibliographic Details
Published in:Journal of autism and developmental disorders 2021-10, Vol.51 (10), p.3662-3676
Main Authors: Rios, Kristina, Burke, Meghan M., Aleman-Tovar, Janeth
Format: Article
Language:English
Subjects:
Advocacy
Autism
Autistic children
Behavioral Science and Psychology
Child and School Psychology
Children
Decision making
Demographic aspects
Developmental Disabilities
Diagnosis
Empowerment
Family
Family Programs
Feasibility
Health aspects
Hispanic American children
Hispanic American Students
Intellectual disabilities
Neurosciences
Original Paper
Pediatrics
Pervasive Developmental Disorders
Program Effectiveness
Psychological aspects
Psychology
Public Health
Special Education
Training
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Description
Summary:Family-professional partnership is an essential component of the special education process for children with intellectual and/or developmental disabilities (IDD), including autism spectrum disorder (ASD). Latinx families face systemic barriers when participating in educational decision-making for their children with IDD. Few studies have examined the effectiveness of advocacy trainings among Latinx families of children with IDD, including ASD. The purpose of this pilot study was to examine the effectiveness and feasibility of the  Familias Incluidas en Recibiendo Mejor Educación Especial  (FIRME), an advocacy program for Latinx families of children with IDD, with respect to increasing special education knowledge, advocacy, empowerment, and receipt of services; and decreasing stress. After completing the FIRME program, participants demonstrated significantly increased: special education knowledge; advocacy; and empowerment.
ISSN:0162-3257
1573-3432
DOI:10.1007/s10803-020-04827-3