African American Families in the Special Education Process

Abstract

African American children continue to be overrepresented in special education classrooms. Despite this overrepresentation, there is a noticeable void in the literature concerning the family perceptions of special education and the impact these perceptions may have on parents' level of involvement. Therefore, this article discusses (a) African American family involvement in the educational process, including special education; (b) the perceptions of African American families concerning special education and how these perceptions might prevent parents from participating; (c) potential barriers to participation; and (d) suggestions for increasing the level of participation of African American families in the educational process.

The Role of Student–Teacher Ratio in Parents’ Perceptions of Schools’ Engagement Efforts

“…In addition, school staff may have the misconception that parents of students from minority backgrounds are apathetic, disinterested, or indifferent to their child's education (Blanchett, Klingner, & Harry, 2009;Harry, 1992aHarry, , 1992bHarry, , 1992cHarry, , 2002Winters, 1993) and may not work to engage these parents in activities at the school. Because of this, parents of children from low-SES and ethnic and racial minority groups may be at risk of becoming less involved in their child's education (Brandon & Brown, 2009;Brown, 2009;Moles, 2000). However, when their participation is sought, they gain a sense of ownership about taking part in their child's education (Batey, 1996).…”

Parents’ Experiences as Predictors of State Accountability Measures of Schools’ Facilitation of Parent Involvement

“…, for example, list no fewer than 30 specific strategies to increase schools' capacity to promote parent involvement; Brandon and Brown (2009), who target the involvement of African American parents in the special education process, provide a compendium of more than 30 recommended strategies. , for example, list no fewer than 30 specific strategies to increase schools' capacity to promote parent involvement; Brandon and Brown (2009), who target the involvement of African American parents in the special education process, provide a compendium of more than 30 recommended strategies.…”

“…Some research indicates that minority parents are less likely to assert themselves vis-àvis school personnel (Harry et al, 1995;Kalyanpur et al, 2000). Parents' reasons for being more or less involved may also differ by racial/ethnic group (Brandon & Brown, 2009;Rodriguez, Blatz, & Elbaum, 2014b;Walker, Ice, Hoover-Dempsey, & Sandler, 2011). Parents' reasons for being more or less involved may also differ by racial/ethnic group (Brandon & Brown, 2009;Rodriguez, Blatz, & Elbaum, 2014b;Walker, Ice, Hoover-Dempsey, & Sandler, 2011).…”

Transition of culturally and linguistically diverse youth with disabilities: Challenges and opportunities

“…A body of literature exists on the reported experiences of CLD youth with disabilities and their families who have been involved in the transition assessment and planning process (Brandon & Brown, 2009;Gil-Kashiwabara, Hogansen, Geenen, Powers, & Powers, 2007;Harry, 2008;Lai & Ishiyama, 2004;Landmark, Zhang, & Montoya, 2007;Leake & Boone, 2007;Pewewardy & Fitzpatrick, 2009;Povenmire-Kirk, Lindstrom, & Bullis, 2010;Rueda, Monzo, Shapiro, Gomez, & Blacher, 2005;Trainor, 2007). Common themes have been identified in the literature about the challenges experienced by CLD families of youth with disabilities when interacting with special education and transition personnel (Greene, 2011).…”

“…A number of recommendations have been made regarding how to engage in more culturally responsive communication with CLD families of youth with disabilities (Brandon & Brown, 2009;Gil-Kashiwabara et al, 2007;Harry, 2008;Lai & Ishiyama, 2004;Landmark et al, 2007;Leake & Boone, 2007;Pewewardy & Fitzpatrick, 2009;Povenmire-Kirk et al, 2010;Rueda et al, 2005;Trainor, 2007). Culturally responsive communication during the transition assessment process is facilitated by (1) getting to know a family's cultural background and beliefs about disability and transition to adult life, (2) listening to and respecting CLD parents' perspectives on these subjects, and (3) supporting a CLD family's hopes and dreams for their child's future, even if they are different from your own.…”