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African American Families in the Special Education Process: Increasing Their Level of Involvement

^* To whom correspondence should be addressed. E-mail: rbrandon{at}mail.sdsu.edu.

	Abstract

African American children continue to be overrepresented in special education classrooms. Despite this overrepresentation, there is a noticeable void in the literature concerning the family perceptions of special education and the impact these perceptions may have on parents’ level of involvement. Therefore, this article discusses (a) African American family involvement in the educational process, including special education; (b) the perceptions of African American families concerning special education and how these perceptions might prevent parents from participating; (c) potential barriers to participation; and (d) suggestions for increasing the level of participation of African American families in the educational process.

First published on September 8, 2009, doi:10.1177/1053451209340218

Intervention in School and Clinic 2009;45:85.

A more recent version of this article appeared on November 1, 2009


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