Latina Mothers’ Experiences with Their Young Children’s Inclusive Special Education

Abstract

Early childhood inclusion is widely recognized as a support system in the U.S., but it may be less familiar to Latine families. This study explored Latina mothers’ experiences with early childhood inclusive special education for their children with disabilities in public schools. Using virtual, semi-structured interviews, five caregivers shared their perspectives. Participants identified both the benefits and concerns of inclusive special education for Latine children with disabilities and their families. Findings provide valuable insights for enhancing understanding and acceptance of inclusive education among Latine families, highlighting strategies to sustain and optimize inclusive practices in early childhood settings.