Intervention in School and Clinic current issue

Working With Culturally and Linguistically Diverse Families Introduction to Special Series

Brown, M. R., Brandon, R. R. — Tue, 10 Nov 2009 13:16:44 PST

African American Families in the Special Education Process: Increasing Their Level of Involvement

Brandon, R. R., Brown, M. R. — Tue, 10 Nov 2009 13:16:44 PST

African American children continue to be overrepresented in special education classrooms. Despite this overrepresentation, there is a noticeable void in the literature concerning the family perceptions of special education and the impact these perceptions may have on parents’ level of involvement. Therefore, this article discusses (a) African American family involvement in the educational process, including special education; (b) the perceptions of African American families concerning special education and how these perceptions might prevent parents from participating; (c) potential barriers to participation; and (d) suggestions for increasing the level of participation of African American families in the educational process.

Working With American Indian Students and Families: Disabilities, Issues, and Interventions

Pewewardy, C., Fitzpatrick, M. — Tue, 10 Nov 2009 13:16:44 PST

Although most American Indian students are educated in the public school system, there is limited literature regarding (a) how general and special educators can effectively meet the unique educational needs of these students or (b) what strategies educators can use while working with their families. Additionally, there are limited resources available regarding how American Indians view special education, disability issues, and the relationship between school and family. The worldview of American Indians differs from mainstream America, which has led to the overrepresentation of American Indian students in special education programs. This article provides culturally responsive research-based practices to help foster school and family relationships and improve the educational outcomes of American Indian students.

Family Perspectives: Using a Cultural Prism to Understand Families From Asian Cultural Backgrounds

Lee, S.-H., Turnbull, A. P., Zan, F. — Tue, 10 Nov 2009 13:16:44 PST

Educators can better serve students who come from diverse cultural backgrounds by understanding the differing cultural values of these students and their families. This article explores different cultural perspectives using a cultural prism approach, focused most specifically on the Korean and Chinese cultures.

Collaboration With Latino Families: A Critical Perspective of Home--School Interactions

Olivos, E. M. — Tue, 10 Nov 2009 13:16:44 PST

This article focuses on how education personnel can foster a climate and infrastructure for working collaboratively with Latino families. The author argues that collaboration is facilitated when educators understand how they, as school agents, accept a Latino community’s culture, knowledge, and power within the school context and how educators align their values and beliefs, as well as school policies and practices, with those of the community. Included is a review of relevant literature as well as suggestions for Latino family collaboration that can be used to guide educators (special and general) in identifying mind-sets and practices that either permit or preclude authentic collaboration.

Best Practices in Working With Linguistically Diverse Families

Araujo, B. E. — Tue, 10 Nov 2009 13:16:44 PST

Many schools face the challenge of forging partnerships with families from linguistically diverse backgrounds. Effective communication, funds of knowledge, culturally relevant teaching, and extending and accepting assistance are best practices that have been used successfully by school personnel when working with students who are identified as English-language learners. These things strengthen teacher communications with linguistically diverse families and in turn foster academic success among students who are English-language learners. This article focuses on these dispositional best practices and provides examples of how these practices are used in schools to promote academic and social success of linguistically diverse children and their families and the many teachers who support their education.

A New Multicultural Population: Creating Effective Partnerships With Multiracial Families

Brown, M. R. — Tue, 10 Nov 2009 13:16:44 PST

Multiracial families make up the fastest growing demographic in the United States. Approximately 9% of the U.S. population is multiracial, and it is estimated that the numbers will climb to 21% by 2050. With this increasing population, educators have a new responsibility to meet the needs of these families. Education must begin to form partnerships with families to increase the social and academic achievement of children from multiracial backgrounds. The purpose of this article is to (a) identify the uniqueness of multiracial students and families, (b) provide recommendations regarding improving multiracial family partnerships, and (c) offer best practices and strategies for working effectively with multiracial children and youth in schools.

Biculturalization: Developing Culturally Responsive Approaches to Family Participation

Sheehey, P., Ornelles, C., Noonan, M. J. — Tue, 10 Nov 2009 13:16:44 PST

Bender, W. N. (2005). Differentiating Math Instruction: Strategies That Work for K-8 Classrooms. Thousand Oaks, CA: Corwin Press

Harris, K., Sparkman, D. — Tue, 10 Nov 2009 13:16:44 PST

Bley, N. S., & Thornton, C. A. (2001). Teaching Mathematics to Students With Learning Disabilities. Austin, TX: Pro-Ed

Herner-Patnode, L. — Tue, 10 Nov 2009 13:16:44 PST

Hudson, Pamela P., & Miller, Susan Peterson. (2006). Designing and Implementing Mathematics Instruction for Students With Diverse Learning Needs. Boston, MA: Pearson Education

Stringfellow, J. L. — Tue, 10 Nov 2009 13:16:44 PST