Presenter(s)

• Madison Salmina, School Psychology Student, San Diego State University
• Hannah Cericos, Psych Trainee, SDSU School Psychology Graduate Program
• Samuel Song, Professor, San Diego State University

Abstract

This scoping review explores how diverse and multilingual families advocate for their children with autism spectrum disorder (ASD) in schools, highlighting key facilitators and barriers. Findings emphasize the prominent role of mothers, the need for more research on fathers and female children, and barriers such as stigma and language differences. Supports like advocacy training and peer networks were commonly noted. School psychologists, educators, and administrators can use these insights to strengthen family-school partnerships and promote equitable practices that better support the advocacy efforts of these families.