Abstract
This qualitative study examines the lived experiences of parents of AAB and Latinx secondary students receiving special education services in California. Through individual interviews with ten parents, this research amplifies their voices and highlight’s themes of marginalization, systemic barriers, advocacy challenges, and inequitable school-family relationships. The study explored parents’ perceptions of communication and transparency, resources used to prepare for the IEP meetings, cultural and linguistic factors influencing engagement, and the role of parental education in advocacy. Findings indicate that parents generally report negative IEP experiences due to power imbalances, communication concerns, disparities in support, systemic challenges, dynamics in advocacy, and the intersection of gender & race. Parents reported often feeling excluded from decision-making, leading to frustration and distrust in the special education system. To improve parental engagement, the study recommends providing education and training for parents, updating the language to promote equity and accessibility, fostering culturally responsive practices, and ensuring that special education teams offer clear and comprehensive information to families. Future research should examine how adult students with unique learning self-advocate through the IEP development process, and the impact of institutional training on parents