Parental engagement and advocacy: Exploring experiences of socio‐economically disadvantaged families in inclusive early childhood education

Abstract Early childhood (EC) education is increasingly becoming an inclusive environment where children with and without disabilities can learn and participate in shared daily activities and routines. Parental advocacy and engagement are pivotal factors in enhancing the quality of inclusion for children with special needs, meeting their unique requirements. Despite the inherent advantages of parental advocacy for children with special needs, research focusing on advocacy during the early childhood years remains limited. This study investigated the impact of parental advocacy and engagement among low‐income parents on educational outcomes for children with disabilities in inclusive kindergarten settings in a southeastern state in the United States (US). The findings revealed notable disparities between the experiences of lower‐ and middle‐income families. Participants discussed various elements that shaped their advocacy and engagement efforts, including knowledge, relationships and support. The paper presents a discussion of the findings and recommendations for future policy, research and practice.