Barriers to minority family involvement in assistive technology decision-making processes

Families of minority students with mental retardation and developmental dis abilities often experience barriers to full and effective participation in assistive technology decision-making processes. This article acknowledges t he limited research that has been conducted in this area and examines syste mic barriers (i.e., racism end prejudice; equity of resources; and professi onals' views of themselves being different) faced by minority families in t he assistive technology decision-malting process. Implications are noted fo r "best practice" fbr minority families of students with mental and develop mental disabilities and professionals working with there individuals.