Facilitators and Barriers to IEP Participation for Asian Families of Students with Intellectual and Developmental Disabilities

The Individuals with Disabilities Education Act (IDEA) mandates parental involvement in the individualized education program (IEP) process, emphasizing the importance of collaborative family-school partnerships. However, Asian families of children with intellectual and developmental disabilities (IDD) often face unique challenges in engaging with special education systems, particularly during IEP meetings, due to cultural stigma, language barriers, and limited cultural responsiveness from school professionals. Thus, the purpose of this systematic literature review was to explore the perceptions of Asian families regarding their experiences in IEP meetings for their children with disabilities. Altogether, 16 studies were identified. Findings reveal that cultural stigma surrounding disability, inadequate cultural competence among professionals, and dissatisfaction with interpretation services hinder Asian families’ effective participation in IEP processes. Conversely, supportive relationships with educators and culturally tailored interventions facilitate positive outcomes. Analysis of 188 participants across 16 studies emphasize the importance of acknowledging cultural diversity and individual family experiences. Implications for research and practice are discussed.