Collaborating with Cultural and Linguistically Diverse Families of Students in Rural Schools who Receive Special Education Services

Abstract

The changes in demographics in the United States are creating challenges in today's schools as more children from culturally and linguistically diverse (CLD) backgrounds are identified with disabilities and live in rural areas. Collaboration with families is a foundation for the success of all CLD students with disabilities (Harry, 2008). This collaboration, however, can be difficult in rural schools due to historical challenges (e.g., distrust of school personnel and the special education process) and practical challenges (e.g., language differences, geographic isolation and lack of transportation). Understanding cultural issues, providing frequent informal encounters and formal meetings, and maintaining open communication can help teachers build trusting relationships with families. The development of family support systems, including cultural liaisons and parent-to-parent partnerships, can empower CLD families in rural areas and help them become comfortable with the special education process. When teachers focus on building relationships and empowering families in the school process, CLD families will have the opportunity to play a meaningful role in the appropriate education of their children.

Keywords

Cultural diversity linguistic diversity family support parent partnerships

Get full access to this article

View all access options for this article.

References

Araujo,

(2009). Best practices in working with linguistically diverse families. Intervention in School and Clinic, 45(2), 116-123.

Cartledge,

, Gardner,

, & Ford,

(2009). Diverse learners with exceptionalities: Culturally responsive teaching in the inclusive classroom. Upper Saddle River, NJ: Pearson Education.

Cartledge,

, Kea,

, & Simmons-Reed,

(2002). Serving culturally diverse children with serious emotional disturbance and their families. Journal of Child and Family Studies, 11(1), 113-126.

Conroy,

(2007). Hmong culture and visual impairment: Strategies for culturally sensitive practices. Re: View, 38(2), 55-64.

Grassi,

, & Barker,

(2010). Culturally and linguistically diverse exceptional students: Strategies for teaching and assessment. Thousand Oaks, CA: Sage.

Harry,

(2008). Collaboration with culturally and linguistically diverse families: Ideal versus reality. Exceptional Children, 74, 372-388.

Harry,

, Rueda,

, & Kalyanpur,

(1999). Cultural reciprocity in socio-economic perspective: Adapting the normalization principle for family collaboration. Exceptional Children, 66, 123-136.

Huang,

(1997). Beyond culture: Communicating with Asian-American children and families. Teacher's College, Columbia University. Retrieved from http://www.casanet.org/library/culture/communicateasian.htm.

Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400 et seq. (2004).

10.

Jimerson,

(2005). Special challenges of the “No Child Left Behind” Act for rural schools and districts. The Rural Educator, 26(3), 1-4.

11.

Johnson,

, & Strange,

(2009). Why rural matters 2009: State and regional challenges and opportunities. Rural School Community and Trust. Retrieved from http://www.ruraledu.org/articles.php?id=2312

12.

Lake,

, & Billingsley,

(2000). An analysis of factors that contribute to parent-school conflict in special education. Remedial and Special Education, 21, 240-256.

13.

Matuszny,

, Banda,

, & Coleman,

(2007). A progressive plan for building collaborative relationships with parents from diverse backgrounds. Teaching Exceptional Children, 39(4). 24-31.

14.

Mueller,

, Singer,

, & Draper,

(2008). Reducing parental dissatisfaction with special education in two school districts: Implementing conflict prevention and alternative dispute resolution. Journal of Educational Psychological Consultation, 18, 191-233.

15.

Mueller,

, Milian,

, & Lopez,

(2010). Latina mothers' views of the parent-to-parent support group in the special education system. Research & Practice for Persons with Severe Disabilities, 34(3-4), 113-122.

16.

Padron,

Y. N.

, Waxman,

H. C.

, & Rivera,

H. H.

(2002). Educating Hispanic students: Effective instructional practices (Practitioner Brief #5). Retrieved from http://www.cal.org/crede/Pubs/PracBrief5.htm

17.

Stufft,

, & Brogadir,

(2010). Educating the culturally and linguistically diverse non-urban population: Three cost-effective strategies. The Rural Educator, 31(2), 22-26.

18.

Turnbull,

, Turnbull,

, Erwin,

, & Sodak,

(2006). Families, professionals, and exceptionality: Collaborating for empowerment. Upper Saddle River, NJ: Prentice Hall.

19.

U.S. Census Bureau. (2011, May 17). Minority population tops 100 million. U.S. Census Bureau News. Washington, DC: US Department of Commerce.

20.

Wang,

, McCart,

, & Turnbull,

(2007). Implementing positive behavior support with Chinese Americans. Journal of Positive Behavior Interventions, 9, 38-51.

21.

Weiss,

, & Correa,

(1996). Challenges and strategies for early childhood special education services in Florida's rural schools: A Delphi study. Journal of Research in Rural Education, 12(1), 33-43.