African American families are multidimensional entities that change over time. This is particularly true when there is a child with a disability in the family. The communication and interaction of the family and parents with the teachers and school in which their child receives special education services are of crucial importance. The goal for all is a relationship based on equity and parity, but research indicates that often this is not the case for African American parents who have a child with a disability. Based on a review of the literature focused on African American parents with a child with a disability and their sense of alienation from their child’s school, a questionnaire is presented in which parents reflect on the barriers in five categories identified in the literature (e.g., personal concerns, work concerns, lack of interest, logistical concerns, teacher/parent relationships) that may impede the development of a professional partnership with those who provide special education services to their child. The questionnaire is presented and suggestions for its usage are provided.

非裔美国人家庭是随时间变化的多维实体。当家庭中有残疾儿童时，尤其如此。家庭和父母与他们的孩子接受特殊教育服务的教师和学校之间的交流和互动至关重要。所有人的目标都是建立在平等和均等基础上的关系，但是研究表明，对于有残疾儿童的非裔美国人父母来说，情况往往并非如此。基于对侧重于残疾儿童的非裔美国人父母及其与子女的学校的疏离感的文献的回顾，提出了一份问卷调查表，其中父母反映了文献中确定的五类障碍（例如，个人障碍）。关注，工作关注，缺乏兴趣，后勤问题，教师/父母关系）可能会阻碍与为孩子提供特殊教育服务的人建立专业合作关系。提出问卷并提供使用建议。