Somali Parental Involvement in Special Education: Navigating Minnesota Schools
Degree Date
5-9-2026
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Education
First Advisor
Dr. Laura Wangsness Willemsen
Second Advisor
Dr. Dressin
Third Advisor
Dr. Locklear
Abstract
This study examined the lived experiences of Somali parents in Minnesota, including how they perceive and navigate the special education system, and how cultural, linguistic, and systemic factors impact their participation. Using an interpretivist approach based on the Culturally Responsive Education Theory, the research examined the effect of Somali cultural beliefs regarding disability, collective decision-making, language barriers, and lack of knowledge concerning special education policies on parent-school collaboration. Qualitative data were gathered through semi-structured interviews with ten Somali parents of K-8 students receiving special education services in the Twin Cities. Findings demonstrated ongoing difficulties, including a lack of access to culturally responsive communication from schools, insufficient interpretation services, ongoing distrust towards institutional contexts, and misunderstandings related to cultural differences between communal values of Somalia and the U.S. individualized and medicalized special education. Somali parents described difficulties understanding the IEP process because of unfamiliar special education terminology and poor or limited communication from schools and educators. Despite these obstacles, Somali parents were committed advocates for their children and were able to cope and stayed engaged by drawing on their cultural values, faith, and community support. This study recommends that schools and educators adopt culturally responsive, relationship-centered approaches that recognize Somali parents’ involvement as a strength. Building sustained partnerships through culturally-informed communication, engaging Somali community leaders and organizations as collaborators, and implementing bilingual and cultural brokering practices through the use of cultural liaisons and high quality interpreters committed to helping parents understand educational terminology can foster meaningful family participation in school processes. The study also underscores the importance of creating inclusive school environments that value parents’ cultural knowledge and
lived experiences alongside investing in professional development that equips educators to effectively engage immigrant families. Collectively, these practices can strengthen trust, support parental advocacy, and enhance student outcomes by aligning school engagement strategies with the cultural and relational realities of the communities they serve. Finally, this research adds to existing research on effective practices to support Somali parental engagement in special education by offering educators, administrators, and policymakers’ strategies to develop culturally responsive approaches that facilitate equity, enhance family-school collaboration, and boost learning for all Somali children, particularly those receiving special education services.
Keywords: Somali parents, special education, parental engagement, family-school collaboration, culturally responsive education, IEP process, immigrant families