Date

8-29-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Sherrita Rogers

Keywords

special education, advocacy, advocates, diverse families, children with disabilities, special education services

Disciplines

Education

Abstract

The purpose of this hermeneutic phenomenological study was to describe the influence that experienced special education advocates had on the acquisition of special education services for racially and ethnically diverse families with children who have disabilities in Virginia’s K–12 school system. In this study, the influence of an experienced special education advocate was generally defined as the ability to help parents navigate the special education process, advocate for children with disabilities, understand their rights, and obtain appropriate services. Albert Bandura’s self-efficacy theory guided the study. The central research question was: “What are the lived experiences of racially and ethnically diverse families with children who have disabilities accessing special education services with an experienced special education advocate?” A hermeneutic phenomenological design was employed, utilizing a purposive sample of racially and ethnically diverse parents in Virginia’s K–12 school system. Data were collected through in-depth interviews, focus groups, and document reviews. A thematic analysis was conducted to identify patterns and insights from participants’ narratives. Findings revealed that special education advocates played a critical role in fostering cultural awareness and trust, empowering families through knowledge of special education processes, and serving as essential bridges to equitable access. These advocates not only made the educational system more responsive but also supported families in securing holistic, individualized services for their children.

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