Immigrant, Bilingual Parents of Students With Disabilities: Positive Perceptions and Supportive Dialogue

被引：12
|
作者：
Cheatham, Gregory A. [1 ]
Lim-Mullins, Sumin [1 ]
机构：
[1] Univ Kansas, Dept Special Educ, JR Pearson Hall,5th Floor,1122 Campus Rd, Lawrence, KS 66045 USA
来源：
INTERVENTION IN SCHOOL AND CLINIC | 2018年 / 54卷 / 01期
关键词：
linguistic; diversity; cultural; diversities; family; IEP process; parents; LINGUISTICALLY DIVERSE FAMILIES; MOTHERS; COLLABORATION; CHILDREN;
D O I：
10.1177/1053451218762490
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
Parent-professional partnerships are essential for meaningful and effective inclusion of students with disabilities. Research indicates that partnerships with immigrant, bilingual parents can be challenging due in part to unrecognized parent skills and educators' own everyday uses of English that can marginalize parents during individualized education program (IEP) meetings. However, teachers can reflect on and improve their assumptions about parents' as well as use supportive dialogue during IEP meetings to support inclusion for students with disabilities who are learning English.
引用
收藏
页码：40 / 46
页数：7
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