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dc.contributor.advisorVega, Desireé
dc.contributor.authorHammer, Lily
dc.creatorHammer, Lily
dc.date.accessioned2020-08-07T18:23:17Z
dc.date.available2020-08-07T18:23:17Z
dc.date.issued2020
dc.identifier.urihttp://hdl.handle.net/10150/642144
dc.description.abstractAlthough Mexican Americans are by far the largest foreign-born group in the United States (U.S.), very little information about Mexico’s educational system is currently available to practicing school psychologists and special education teachers in the U.S. This qualitative study aimed to understand the lived experiences of former and current special education teachers and school psychologists who work with Mexican and Mexican American students in Guanajuato, Mexico and Arizona, U.S. Moreover, the study examined the similarities and differences in special education practices and policies between the U.S. and Mexico. The researcher conducted semi-structured interviews with five participants from both countries; findings revealed eight major themes. The first three themes related to practitioners’ experiences working with Mexican students with disabilities and their families: 1) lack of understanding surrounding special education, 2) limited educational resources, and 3) economic factors impacting Mexican students and their families. Three findings emerged from data collected in Arizona: 1) perceived immigrant generational differences, 2) limited understanding of special education in Mexico, and 3) emphasis on establishing rapport with immigrant families. The final two major findings comparing special education in Mexico and the U.S included: 1) differences and similarities in special education eligibility categories, and 2) variance in annual requirements and availability of services. Implications for Mexican and U.S. school psychologists and special education teachers working with Mexican and Mexican immigrant students and families are discussed. Additionally, areas for future research are provided.
dc.language.isoen
dc.publisherThe University of Arizona.
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
dc.subjectEducation
dc.subjectLatinx
dc.subjectMexico
dc.subjectPsychology
dc.subjectSchool
dc.subjectSpecial
dc.titleConsidering the Needs of Mexican Immigrant Students: An Examination of Special Education Practices in Mexico and the United States
dc.typetext
dc.typeElectronic Dissertation
thesis.degree.grantorUniversity of Arizona
thesis.degree.leveldoctoral
dc.contributor.committeememberFletcher, Todd
dc.contributor.committeememberKirkpatrick, Jennifer
thesis.degree.disciplineGraduate College
thesis.degree.disciplineSchool Psychology
thesis.degree.namePh.D.
refterms.dateFOA2020-08-07T18:23:17Z


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