Geographic mobility and special education services: Understanding the experiences of Canadian military families

Abstract: Introduction: American research suggests that stressors associated with growing up in a military family, including geographic mobility, may affect the academic performance and school participation of military-connected children. Students requiring special education may be particularly vulnerable to impacts. Because this issue has not been explored in a Canadian context, the objective of this study was to explore the experience of geographic mobility for Canadian military families and their children’s access to special education services. Methods: Informed by interpretive phenomenological analysis, nine female parents of children with special education needs growing up in Canadian military families were interviewed. Results: Three superordinate themes emerged: Transitioning to new special education systems and services takes an emotional toll on families; active and persistent advocacy and communication strategies to access services are critical; and families struggle to balance securing special education services with career implications. Discussion: Given the common experience of high mobility among military families, future studies should explore different perspectives of the transition experience and barriers to access, including those of educators, school administrators, and active Canadian Armed Forces members.