International journal of developmental disabilities
Borderland parentocracy in cross-border special education systems: a qualitative study of Mexican mothers
By Castellón FA, Duenas A, Rocha JL and 1 others.
Abstract
Objectives
Mexican federal policy provides a framework to promote education for students with disabilities such as autism through two entities: Units of Support Services for Regular Education (USAER) and Centers for Multiple Attentions (CAM). Limited research has documented caregiver experiences pursuing education for their autistic children or the educational outcomes of these students.
Methods
This qualitative study utilized a community-based participatory research approach, interviewing 11 mothers to examine: 1) caregivers lived experiences when accessing, negotiating, and maintaining special education services within the Mexican educational context, and 2) how caregivers construct advocacy roles and develop strategies to support their children's educational access.