Understanding the Stories of Caribbean-American Parents/Guardians of Children with Disabilities: A Narrative Inquiry

Location

Knight Auditorium

Format Type

Event

Format Type

Paper

Start Date

January 2019

End Date

January 2019

Abstract

This qualitative narrative inquiry collects the stories of Caribbean-American immigrant parents and guardians on their experiences with having a child with disabilities in grades pre-K to 12. Volunteer parents and guardians were solicited by posting flyers at agencies and invited to participate in a one-on-one semi-structured interview. The significance of the study lies in the description of how diverse groups of parents understand and explain their experiences of living with a child with disability and how they engage with the school. While research exists describing the experiences of some minority groups, there however, is a paucity of information about how some groups such as Haitians, Jamaicans, and individuals from other Caribbean countries interact with, talk about their children with disabilities, and how they experience navigating the school system on behalf of these children. This study aims to fill that gap in the literature.

Keywords

Parent involvement, students with disabilities, Caribbean-Americans

Comments

Findings point to expressions of :

  • Emotional pain at diagnosis of disability
  • Resolve to support and care for child with disability.
  • Limited knowledge of how to interact with the school and other service providers
  • Appreciation of and love for the child with disability.
  • Strong family loyalty and support.
  • Dreams for a future for the child with disability

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Jan 18th, 4:00 PM Jan 18th, 4:20 PM

Understanding the Stories of Caribbean-American Parents/Guardians of Children with Disabilities: A Narrative Inquiry

Knight Auditorium

This qualitative narrative inquiry collects the stories of Caribbean-American immigrant parents and guardians on their experiences with having a child with disabilities in grades pre-K to 12. Volunteer parents and guardians were solicited by posting flyers at agencies and invited to participate in a one-on-one semi-structured interview. The significance of the study lies in the description of how diverse groups of parents understand and explain their experiences of living with a child with disability and how they engage with the school. While research exists describing the experiences of some minority groups, there however, is a paucity of information about how some groups such as Haitians, Jamaicans, and individuals from other Caribbean countries interact with, talk about their children with disabilities, and how they experience navigating the school system on behalf of these children. This study aims to fill that gap in the literature.