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Marsha Montano, Metropolitan State University of Denver, United StatesAbstract
Special education serves as a critical framework for ensuring educational access and equity for students with disabilities; however, navigating this system presents significant challenges for many families, particularly Latinx families who are monolingual Spanish speakers. Language barriers, systemic oppression, and power imbalances often limit families’ access to information, meaningful participation, and advocacy within special education processes. Grounded in the Diversity, Equity, Inclusion, Intersectionality, Power Analysis, and Anti-racism, this presentation introduces a Spanish-language podcast series designed to increase parental knowledge of special education, procedural rights, and available resources in Colorado. The podcast seeks to reduce linguistic and informational barriers, empower families to advocate for their children, and address inequities rooted in structural and institutional practices. By centering intersectional identities and lived experiences, the project promotes inclusive engagement and challenges dominant power structures that marginalize Latinx families. This intervention not only supports families in navigating special education systems but also provides school districts with a tool to better understand community needs, foster culturally responsive practices, and advance justice-oriented educational reform.
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Conference: PCE2026Stream: Education & Difference: Gifted Education
This paper is part of the PCE2026 Conference Proceedings (View)
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To cite this article:
Montano M. (2026) Reducing Barriers to Special Education for Spanish-Speaking Latine Families ISSN: 2758-0962 The Paris Conference on Education 2026: Official Conference Proceedings (pp. 433-446) https://doi.org/10.22492/issn.2758-0962.2026.33
To link to this article: https://doi.org/10.22492/issn.2758-0962.2026.33
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