2017
DOI: 10.1177/8756870517707217
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Special Education Policy Change

Abstract: Research suggests that disproportionate representation of culturally and linguistically diverse students in special education has been a recurring topic of concern in the field of special education within the United States. Over the past few years, this concern has shifted to focus on the disproportionate representation of English Language Learners (ELLs) in categories of mild to moderate disabilities, specifically within the category of learning disabilities. Although improvements in educational policy have b… Show more

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Cited by 23 publications
(7 citation statements)
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“…However, Latino families of children with disabilities often report feeling marginalized by school professionals (Aceves, 2014; Dávila, 2015). Barriers including distrust (Chu, 2014), limited availability of interpreters and translators in rural communities (Barrio, 2017), differing cultural values between educators and families (e.g., independence vs. interdependence; Kalyanpur & Harry, 2012), and a limited amount of educator knowledge on how to effectively partner with culturally and linguistically diverse families (Barrio, 2017; Chu & Wu, 2012) commonly contribute to breakdowns in family–professional relationships. With the exception of Araceli who described a positive “50/50” relationship with her son’s educators and some reports of direct service providers connecting families with needed resources (e.g., housing support), participants overwhelmingly reported negative interactions with educators and service providers, including instances of neglect and racism.…”
Section: Discussionmentioning
confidence: 99%
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“…However, Latino families of children with disabilities often report feeling marginalized by school professionals (Aceves, 2014; Dávila, 2015). Barriers including distrust (Chu, 2014), limited availability of interpreters and translators in rural communities (Barrio, 2017), differing cultural values between educators and families (e.g., independence vs. interdependence; Kalyanpur & Harry, 2012), and a limited amount of educator knowledge on how to effectively partner with culturally and linguistically diverse families (Barrio, 2017; Chu & Wu, 2012) commonly contribute to breakdowns in family–professional relationships. With the exception of Araceli who described a positive “50/50” relationship with her son’s educators and some reports of direct service providers connecting families with needed resources (e.g., housing support), participants overwhelmingly reported negative interactions with educators and service providers, including instances of neglect and racism.…”
Section: Discussionmentioning
confidence: 99%
“…These findings can serve as a foundation for policy recommendations and systems change to better serve marginalized families with young adult members who have disabilities. For example, future researchers should investigate how caregivers prefer to be involved in their children's education (e.g., participating in a school-wide task force; Barrio, 2017), as well as what mechanisms it would take to support such involvement (e.g., logistical support, translators, support from trusted community members).…”
Section: Future Directionsmentioning
confidence: 99%
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“…Culturally and linguistically diverse (CLD) learners, especially ELs, with and without disabilities represent a fast-growing population in rural communities (Barrio, 2017; Conroy, 2012; Hoover & Erickson, 2015; Wenger & Dinsmore, 2005). Rural schools, however, continue to experience a variety of educational challenges that directly affect student academic progress.…”
Section: Literature Reviewmentioning
confidence: 99%