Parental involvement has been widely supported by research literature as one of the most important factors in affecting students’ achievement outcomes. Regardless of students’ cultural background, language, SES status or disability status, parental involvement has been positively correlated with improved outcomes. Studies have found that involvement of culturally and linguistically diverse (CLD) families in the education of their children with disabilities is limited compared to their Caucasian middle-class counterparts in ways commonly recognized by school personnel. In order to increase their involvement and recognize parent contributions to student learning and well-being, it is critical for school personnel to develop knowledge about the cultural practices and system of beliefs of the different ethnic groups they work with.

The purpose of this qualitative study was to explore the experiences of one such ethnic group–Vietnamese American parents of children with disabilities. Findings from this study highlighted the internal and external assets participants utilized in overcoming barriers that were often the symptoms of deeply entrenched ideological and systemic discriminations to engage in parental involvement activities that support their children. Findings from this study will add to the body of knowledge on CLD families and assist researchers, educational practitioners, and policy makers in developing effective strategies to work with families and children with special needs from diverse backgrounds.