Educational Involvement of Arab Immigrant Parents who have Children with Disabilities

Abstract

Many Arab immigrant parents invest a great deal of time, energy, and money in order to have their children attend public school in the United States (U.S.). Because of this investment, some of these parents want to ensure the success of their children by being involved in their education. Unfortunately, due to some barriers Arab parents may have a difficult time understanding how they can become involved. This study utilized a phenomenological qualitative approach to explore Arab American parents’ perspectives and experiences in the education of their children with disabilities. Phenomenological data analysis exposed six core themes that are: relationships with educators, acculturation stress communication issues, parental involvement, educational support, religious perspectives about disabilities, and challenges with English Language. These themes found significant implications for professional working with Arab immigrant parents who have children disabilities. This study suggested more research about this topic.