Racism and discrimination continue to exist in our society which often results in segregation. This issue has steadily established or moved into the educational sector especially the school for special education students. The segregation that exists in society could still be a reason why Spanish-speaking parents are less likely to be engaged or involved in the educational decision-making process. However, to gather information or perception of both parents, Burke et al. decided to explore the similarities and differences between both parents of children with disabilities. This study is very important because the literature on this problem statement is scanty (comparison between special education experiences between English- and Spanish-Speaking parents). In the article, the authors try to explore the similarities and differences between both parents of children with disabilities. According to the Individuals with Disabilities Education Act (IDEA), the role of parent are vital, and strengthening parents' role is a key to improving their opportunity to participate in the learning activities of their disabled children.

Over the years, there has been a report that high-quality family-school partnerships are advantageous and have a significant impact on student achievement. Although, there are wide disparities in parent involvement when it comes to the

education of disabled kids. The reason is because of linguistic and racial backgrounds. Involving parents of disabled children in their learning process has many barriers or hindrances among which are; a lack of qualified interpreters, discrimination, and stigma from school personnel. The lack of parents’ familiarity with the special education regulation made English-speaking parents of disabled children struggle to navigate the education system of disabled students. For Spanish-speaking parents, lack of teacher knowledge and empowerment were worsened while for English-speaking families, lack of teacher knowledge and disempowerment. The latter is greater among Spanish parents than English parents. The Spanish parent or families are believed to encounter different problems during the special education process which is majorly due to the challenge of their kids. Although, the English-speaking families are not exempted as they also struggle to navigate or locate the schools for disabled children because they are not familiar with the special education regulation.

Both Spanish and English-speaking parents wanted IDEA to offer improved teacher training, and more and improved special education services. Parents want the special education services to be improved by creating the Individuals with Disabilities Education Act with proper funding and accountability. The English parent of disabled children wants IDEA to have an accountability mechanism for compliance and be fully funded (Burke et al.).

Also, both parents do not have access to school services such as speech therapy, applied behavior analysis, and educational opportunities. Some participants or parents who are an English-speaker faced several issues with their child suffering from multiple disabilities, as the respondent stated that the school offers his boy inadequate

service. A similar encounter was recorded or shared by a Spanish-speaking family from the same city (Tennessee) as the school failed to provide the basic services needed.

The Spanish families further explained that the teachers dedicated or assign to teach disabled students lack professional skills and teacher training for the task. Some parents also accuse the teacher of being unprofessional as some teachers were found to discriminate against the kid suffering from autism. Racism and language barrier is another major issue highlighted by Spanish parents as they find it difficult to communicate thereby resulting in a lack of service (Burke et al.).

The view or perception of parents differs. Spanish-speaking families have negative experiences due to communication barriers. The Spanish families lack teacher training and professional skills, unlike English families (Burke et al.).