A recent study sheds light on the often difficult experiences of special education professionals who are also mothers of children with disabilities. Ruby Batz, Ph.D., from the College of Education & Human Development, recently co-authored an article in Exceptional Children with Sheresa Blanchard, Ph.D., from SRI Education titled, “.” The study examined the dual roles of these mother-educators navigating the special education system, revealing systemic challenges that demand attention.
The researchers interviewed 25 mother-educators and found a striking paradox. Despite their extensive knowledge and professional expertise in special education, the mothers frequently encounter resistance and negative experiences when advocating for their own children. Schools often don’t provide necessary services, and educators lack adequate training and communication skills.
Four central themes emerged from the research:
Expertise as (Un)Helpful
While their professional knowledge aids advocacy, it often creates tension with school staff, undermining their efforts and impacting their children’s educational outcomes. A white mother and EI/ECSE specialist navigating services for her white son with Down Syndrome shared, “After his third IEP in 10 weeks, I had a feeling it wasn’t going to get better. The relationships with my son's team weren’t improving, so I started looking at other programs. I just didn’t see it getting better. I didn’t sign off on a proposal I wasn’t aware of, and when I wanted to meet with them, they interpreted that as an escalation, but we never got to mediation.”
Capacity and (Un)Willingness
The support these families receive often depends on the skills and attitudes of individual educators. Many schools lack the resources or commitment to serve children with disabilities effectively. “The staff isn’t informed, and how they’re addressing it is making things worse… they’re just guessing at what to do and not using research-based methods. The school isn’t providing teachers with the tools or training they need,” said a white mother and special educator navigating services for her white son with severe autism.
Unequal by Design
Mother-educators in this study highlighted the deficit-based nature of special education services. And in many occasions, these mothers experienced difficulties advocating for services. “Every time you go into an IEP meeting, it’s stressful," stated a white mother and paraprofessional navigating services for her white son with a hearing impairment and intellectual disability. "You feel like it’s their way or the highway… you have all these professionals on one side, and it’s just you. You’re left thinking, ‘If I say this isn’t working, what will happen?’ Until I found an advocacy group, I didn’t even know that ‘no’ could be an option.”
Change Agents
Despite systemic barriers, these mothers use their expertise to advocate for more equitable practices and reforms. “I was a general education toddler teacher, and I partnered with parents through the evaluation process, helping them navigate the paperwork and advocating for their child… when the school wanted to bus a 3-year-old to an elementary school for services, I told the parents, ‘No, you don’t have to do that!’ That’s why I got into special education—to help parents and be on their side,” said a white mother and ECSE specialist navigating services for her daughter with specific learning disabilities.
“This study highlights the urgency of addressing persistent inequities in the special education system to better serve families and children with disabilities," Batz said. "As one of our mother-educators asked, ‘If this is happening to us, that we have all of our ducks in a row,’ we have to ask why, as educational systems, we make it so difficult for families and children to navigate special education.”
This study underscores the need for systemic changes to ensure that all children with disabilities receive the support and services they deserve.
