The Voices of Latino Families Raising Children With Special Needs

Hughes, Marie Tejero; Valle‐Riestra, Diana Martinez; Arguelles, Maria Elena

doi:10.1080/15348430802100337

Cited by 45 publications

(32 citation statements)

References 19 publications

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“…The questions are worded in non-confrontational, non-judgmental format to give the interviewer an opportunity to seek elaboration if necessary. This approach also provides parents with the critical opportunity to share suggestions, give cultural insight, and collaborate with educators in a genuine manner indicative of the principles of positive behavior supports (Hughes, Valle-Riestra, and Arguelles 2008;Wheeler and Richey 2010).…”

Section: Culturally Responsive Functional Interviewsmentioning

confidence: 96%

“…Latino culture is not homogeneous and is heavily dependent upon geographical background, generational status, and the influence of extended family involvement (Figueroa 1999;Hughes, Valle-Riestra, and Arguelles 2008;Suarez-Orozco 1987). In order to develop an operative functional interview and better understanding of the Latino student and the target behavior, educators must ensure that the questions and prompts are reflective of the specific Latino culture of the student.…”

Section: Culturally Responsive Functional Interviewsmentioning

confidence: 99%

“…parents, family members) questions on their understanding of the student and their behavior (Umbreit et al 2007 influencing a student's behavior. However, for many Latino families, Spanish is the primary language and they often see English as a barrier to participating in such collaboration (Hughes, Valle-Riestra, and Arguelles 2008). By incorporating a set of questions in a functional interview that are both in Spanish and reflective of the specific Latino culture (e.g.…”

Section: Culturally Responsive Functional Interviewsmentioning

confidence: 99%

See 2 more Smart Citations

Reducing subjectivity in special education referrals by educators working with Latino students: using functional behavioral assessment as a pre-referral practice in student support teams

Moreno

Gaytán

2013

Emotional and Behavioural Difficulties

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Over the past several decades, the Latino population throughout the USA has demonstrated significant growth and exceeded that of other ethnic minority groups. This influx is particularly evident in the student enrollment of US schools as the number of Latino students has increased by approximately 10 million within the past 10 years. With this dramatic increase, there are a number of critical issues that present significant barriers to a high-quality educational experience for Latino students, specifically overrepresentation of Latinos receiving disciplinary actions and the high number of referrals to special education evaluation for emotional and behavioral disorders. This paper will discuss the impact of the Latino population in US schools, the concern of overrepresentation and biased referrals, and the use of a culturally attuned functional behavioral assessment as a pragmatic solution to better serve this growing population.

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Section: Culturally Responsive Functional Interviewsmentioning

confidence: 96%

Section: Culturally Responsive Functional Interviewsmentioning

confidence: 99%

Section: Culturally Responsive Functional Interviewsmentioning

confidence: 99%

See 1 more Smart Citation

Reducing subjectivity in special education referrals by educators working with Latino students: using functional behavioral assessment as a pre-referral practice in student support teams

Moreno

Gaytán

2013

Emotional and Behavioural Difficulties

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“…In small studies that included ethnically diverse samples, parents often had positive relationships with individual teachers and reported that they understood special education services (Fish, 2008; Rehm, 2002a; Rehm & Rohr, 2002b) even if they struggled to obtain desired support. Parents have described at least a moderate level of involvement and satisfaction with the IEP process (Hughes, Valle-Riestra, & Arguelles, 2008; Spann, Kohler, & Soenksen, 2003). Other researchers reported parental dissatisfaction with school services for children with chronic conditions that sometimes resulted in conflict.…”

Section: Introductionmentioning

confidence: 99%

Parental Advocacy Styles for Special Education Students During the Transition to Adulthood

et al. 2013

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In an ethnographic study of planning for the transition to adulthood, we explored parental advocacy styles in special education settings for youth and young adults with chronic health conditions and developmental disabilities. Of 61 parents, 43 were satisfied with outcomes in negotiations for school services for their children. We identified three parental advocacy styles for these parents: (a) high profile parents who insisted on specific, wide-ranging services for their children that often resulted in conflict with educators; (b) strategic parents who negotiated for selected goals and were willing to compromise, and (c) grateful gratifier parents who formed close relationships with educators and trusted them to make appropriate decisions. Eighteen parents were overwhelmed, burned out, or unfocused, and generally dissatisfied with outcomes of educational planning meetings. Professional efforts to enhance parental advocacy can target development of skills and strategies that have worked for successful negotiators.

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“…Families of children with special needs make critical decisions about what services their children receive to achieve the goals that are most beneficial to their child. Thus, the family's perspective on the effectiveness of services provided to their child with special needs is essential, in addition to the valuable information families provide about themselves and their child (Hughes, Valle-Riestra, & Arguelles, 2008;Malone & Gallagher, 2009). …”

Section: Introductionmentioning

confidence: 99%

Examining the Perceptions of Families, Teachers, and Administrators of Preschool Programs Meeting the Needs of Young Children with Disabilities

Hughes

Valle‐Riestra²

2014

JEHD

Self Cite

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Statefunded preschool programs in the United States (US) increased substantially in the recent years, often times without evaluating how effective the programs are at meeting the needs of all children, including children with special needs. This study sought to investigate how families, teachers, and principals perceived how state funded preschoolprograms in an urban school district in the US met the needs of young children with special needsand their families. Participants included 301 parents of children with special needs,45 teachers, and 30 principals. Overall, all stakeholders identified the programs' structure, personnel, and home to school connections as strengths, and believed that the preschool programs were an appropriate place for young children with special needs. Parents and teachers indicated satisfaction with the frequency of communication; however, both parents and principals still wanted to see an increase in communication between home and school. Areas needing improvement included critical elements needed in preschool programs related to human resources, increased funding, and appropriate adult-child ratios.

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The Voices of Latino Families Raising Children With Special Needs

Cited by 45 publications

References 19 publications

Reducing subjectivity in special education referrals by educators working with Latino students: using functional behavioral assessment as a pre-referral practice in student support teams

Reducing subjectivity in special education referrals by educators working with Latino students: using functional behavioral assessment as a pre-referral practice in student support teams

Parental Advocacy Styles for Special Education Students During the Transition to Adulthood

Examining the Perceptions of Families, Teachers, and Administrators of Preschool Programs Meeting the Needs of Young Children with Disabilities

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