Barriers present in the culture of special education and their influence on family determination development

Abstract

Thirteen qualitative studies that included direct quotes of participants were reviewed and analyzed to determine the barriers present in special education culture and how the barriers influence the development of family determination and the successful transition of families and their children out of the education system. It was concluded that barriers present were conflicting definitions, mistrust of educators and families, and withholding social capital from the others. It was further concluded that the barriers influenced family determination by preventing the families from contributing to meetings and fostering professional’s misinterpretations of family determination. Implications for future practice, recommendations of future research, and limitations of the meta-synthesis were included.