Intervention in School and Clinic
Volume 54, Issue 1, 2018, Pages 40-46

Immigrant, Bilingual Parents of Students With Disabilities: Positive Perceptions and Supportive Dialogue (Article) (Open Access)

Cheatham G.A.* , Lim-Mullins S.
  • a Department of Special Education, University of Kansas, Lawrence, KS, United States
  • b Department of Special Education, University of Kansas, Lawrence, KS, United States

Abstract

Parent-professional partnerships are essential for meaningful and effective inclusion of students with disabilities. Research indicates that partnerships with immigrant, bilingual parents can be challenging due in part to unrecognized parent skills and educators’ own everyday uses of English that can marginalize parents during individualized education program (IEP) meetings. However, teachers can reflect on and improve their assumptions about parents’ as well as use supportive dialogue during IEP meetings to support inclusion for students with disabilities who are learning English. © Hammill Institute on Disabilities 2018.

Author Keywords

Diversity cultural IEP process diversities linguistic parents Family

Index Keywords

[No Keywords available]
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85044511844&doi=10.1177%2f1053451218762490&partnerID=40&md5=90208d0d8bf209e9788ce81c1b16faa7
DOI: 10.1177/1053451218762490
ISSN: 10534512
Original Language: English