Indian Families in the U.S. Who Have Children with Disabilities: Implications for Inclusive and Culturally Responsive Practices

A grounded theory approach is used to explore the “lived experiences” of two upper-middleclass families from India who have children with disabilities. Findings provide insight into the parents' beliefs and perceptions about disabilities, their goals and expectations for their children, and their views of inclusive education programs. Implications for culturally responsive practices are discussed, and future research directions are recommended.