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Abstract

Navigating the healthcare and education system, as well as the services provided at different points along the special education continuum for children with special needs, is complicated and challenging for newcomer parents (Baker et al., 2010; Cummings & Hardin, 2017). Newcomer parents’ concerns impact their access to and use of services, as well as their experiences (Rhoades et al., 2004). However, research that portrays the lives of these parents, particularly those with special needs children in Canada, remains limited. The scarcity of such data inhibits the cultural integrity of activities in schools, daycare facilities, and the healthcare system. This study examined the experiences of newcomer parents of young children with special needs guided by the following research questions: What are the experiences of newcomer parents of young children with special needs navigating support services in schools and the healthcare system? How are newcomer parents of young children with special needs involved in their child’s education process? What cultural values impact their experiences with the new system? Employing narrative analysis methodology, in-depth interviews of five newcomer parents who have a child with special needs (ages three to eight years) in the Lower Mainland of British Columbia were conducted to investigate their experiences of accessing services, support, information, and resources. These participants’ interviews were re-storied individually, followed by a cross-narrative data analysis of their narratives. Restories were informed by Ollerenshaw & Creswell’s (2000) problem solution approach, and the cross-narrative analysis yielded six themes. The findings identified a movement from initial puzzlement and shock towards advocacy and navigation processes towards finding resources and services through advocacy, communication, and community support. This study provides valuable information for service providers, policymakers, and professionals in reconsidering policies and procedures that are more culturally competent. It also helps to build relationships more successfully with families who speak a variety of cultures and languages, and gives them the autonomy and power to be involved in their child’s education and treatment procedure.