Individualized Educational Plan (IEP) Meetings and Mexican American Parents: Let's Talk About It

Salas, Loretta

doi:10.1207/s1532771xjle0303_4

Cited by 81 publications

(59 citation statements)

References 8 publications

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Section: The Role Of Parents In Special Educationmentioning

confidence: 99%

“…Although each of these steps represents an improvement, the system and the professionals within it still hold the power by defining how and when parents are involved (Harry, 1992a). This imbalance in power is especially apparent between culturally and linguistically diverse families and school personnel (Kalyanpur, Harry, & Skrtic, 2000;Salas, 2004).One of the difficulties in establishing collaborative relationships may be related to educators' lack of understanding of family culture or unwillingness to investigate the meaning behind certain behaviors. Through a series of qualitative interviews, Harry (1992a) found that African American parents' appearance of apathy and disinterest in their child's education was masking parents' mistrust of education professionals.…”

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confidence: 99%

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Until somebody hears me: parent voice and advocacy in special educational decision making

Hess¹,

Molina²,

Kozleski³

2006

British Journal of Special Education

103

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When a family finds out their child has a disability, they enter the world of special education which has its own terminology, rules, settings, and personnel. In addition to grappling with the meaning of their child's special needs, families are also thrown into the role of principle advocate for their child. This research study presents the findings from focus groups conducted with 27 diverse families on their efforts to obtain the best educational outcomes for their children. In this article, Robyn Hess, Elizabeth Kozleski, and Amy Molina bring their collective experiences as a school psychologist, special education teacher, and bilingual counselor, to bear on this topic and frame the issue from a systemic perspective. They argue that engaging in conversation with diverse families around their needs as well as assisting them in their efforts to advocate for their child is the first step in creating more equal partnerships between diverse parents of children with special needs and educational professionals. Parental Voice 3Politicians, educators, researchers, policy analysts, and the media have all scrutinized the value of special education. In the United States, the passage of IDEIA 2004 (Individuals with Disabilities Education Improvement Act of , H.R. 1350 , 108th Cong., 2004, required special education to demonstrate the same accountability as that of the broader educational enterprise. Accordingly, students with disabilities are now required to demonstrate their knowledge and skills on standards-based assessments thereby ensuring that schools are held accountable for the academic progress for students with and without disabilities. By increasing accountability standards, this legislation attempts to guarantee that schools provide students with disabilities opportunities to learn within the general education curriculum. While special educators have long advocated for greater inclusion of students with disabilities, many school systems still provide separate classrooms, if not schools, to educate these students.While on one hand, those who advocate for separate educational settings would argue that these systems allow schools to meet the special needs of children, to protect them and effectively educate all students (Barton, 2004), others would contend that these structures create barriers (Oliver, 1996) and encourage negative labels and stereotypes (Barnes, 1991 cited in Barton, 2004. Given that individuals with disabilities experience higher rates of unemployment and underemployment, higher dropout rates and more restricted community participation relative to others without disabilities (Browning, Dunn, Rabren, & Whetstone, 1995; National Center for Education Statistics, 2000); one might question the efficacy of current practices in preparing individuals for post-schooling outcomes. Of further concern, is the long history of special education in serving a disproportionate number of students of color (Donovan & Cross, 2002; Losen & Orfield, 2002). Given these shortcomings, the educational fi...

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Section: The Role Of Parents In Special Educationmentioning

confidence: 99%

mentioning

confidence: 99%

Until somebody hears me: parent voice and advocacy in special educational decision making

Hess¹,

Molina²,

Kozleski³

2006

British Journal of Special Education

103

View full text Add to dashboard Cite

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“…Researchers indicate that early childhood and K-12 general and special education programs face challenges communicating with parents from linguistically diverse backgrounds due to cultural and linguistic differences; this includes education programs' difficulties accommodating parents who do not speak English well (e.g., Harry 2008;Gonzalez-Mena 2006;Greenfield et al 2000;Salas 2004;Lynch and Hanson 2004).…”

mentioning

confidence: 99%

Communication Between Early Educators and Parents who Speak English as a Second Language A Semantic and Pragmatic Perspective

Cheatham

2011

Early Childhood Educ J

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In this article, we discuss communication between early educators speaking their native language and parents who speak English as a second language. Parents who may have a limited proficiency in the second language face challenges to understanding semantic and pragmatic aspects of English. Actual early childhood conference talk in which parents were speaking English as a second language will illustrate potential difficulties to listening comprehension and communication. Additionally, semantics and pragmatics will be used as a framework for recommending strategies to facilitate these parents' ability to comprehend and communicate during discussions with early educators.Keywords Diversity Á Parent Participation Á Bilingual Á English as a second language Increasingly, children in early childhood programs and their families come from diverse linguistic backgrounds. Consequently, early educators are more likely now than in the past to communicate with parents who are speaking their second language, for example during parent-teacher conferences, IFSP (Individualized Family Service Plan) meetings, and IEP (Individualized Education Plan) meetings. As such, early educators including early childhood special educators, could benefit from an understanding of challenges for parents who speak their second language during interactions with early educators and methods to facilitate parent participation in light of some parents' limited second language proficiency.Researchers indicate that early childhood and K-12 general and special education programs face challenges communicating with parents from linguistically diverse backgrounds due to cultural and linguistic differences; this includes education programs' difficulties accommodating parents who do not speak English well (e.g.

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“…However, in Latino families, including extended family members in special education processes for their support and opinions is very common (Klein, 2009). In addition, unlike Asian families, Latino families may be more willing to talk more about their children's problems with other people outside the family (Salas, 2004).…”

Section: Discussionmentioning

confidence: 99%

IDEA and Family Involvement

Öztürk¹

2017

International Journal of Educational Research Review

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Individuals with Disabilities Education Act (IDEA) gives many rights to parents with special needs in terms of involvement and participation. Given the importance of family involvement in the special education process, and federal legislation that increasingly mandated and supported such involvement over time, considerable research has focused on the multiple ways that relationships between schools and families in the special education decision making process have played out. Educational professionals should create a positive climate for CLD families so that they feel more comfortable and therefore are able to participate more authentically and meaningfully.

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Individualized Educational Plan (IEP) Meetings and Mexican American Parents: Let's Talk About It

Cited by 81 publications

References 8 publications

Until somebody hears me: parent voice and advocacy in special educational decision making

Until somebody hears me: parent voice and advocacy in special educational decision making

Communication Between Early Educators and Parents who Speak English as a Second Language A Semantic and Pragmatic Perspective

IDEA and Family Involvement

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