The Experiences of Muslim Parents of Children With Disabilities Within Special Education in the United States.

This study explores the experiences of Muslim parents of children with disabilities in the United States special education system through the lens of positioning theory, which examines how individuals assume roles based on perceived rights and duties in social interactions. Nine Muslim parents described deliberately positioning themselves both as advocates for their children's educational needs and as nurturers of their children's Islamic identity, using faith as a coping mechanism and emphasizing religious education alongside special education services. While many parents reported positive collaboration with special education teams that respected religious obligations, challenges arose from inconsistent school resources, teacher preparedness, and occasional discrimination. The findings highlight the importance of culturally and religiously responsive practices in special education to support Muslim families' dual priorities of academic success and Islamic upbringing.