Description
Book SynopsisWe are at a critical time in education. Too often the dominant voices represent a small portion of the population, where those who have been historically marginalized and minoritized are silenced. Utilizing first-hand accounts of parent and caregiver experiences as they navigate the often complicated process of Special Education services for their children, this book contributes to the small but significant body of work that centers the voices of parents and caregivers of students with IEPs. Few recent works provide adequate space for the narratives of families to take center stage. Partnering with Culturally and Linguistically Diverse Families in Special Education is a collaborative work with families that includes the author’s personal reflection at the end of each narrative, as well as guiding questions to continue the conversation, either as a sole reader or with a cohort.
This book is geared towards both pre- and in-service educators and administrators who are seeking to deepen their understanding of parent perspective and how they can tailor their practices to ensure a more inclusive and inviting environment where culturally and linguistically diverse families are seen and valued in school settings. In addition, professors and instructors in teacher credentialing programs may use this book as a supplement in classes that focus on multicultural education, family and community partnerships, or IEP regulations and compliance.
It is the author’s intention to present the possibilities that arise when incorporating the histories of diverse families into decision making procedures. There is a tremendous amount of cultural wealth that our families and students bring to classrooms every day. This is just one snapshot on that journey towards building culturally sustaining relationships with each and every family an educator encounters.
Table of ContentsPart I
Chapter 1: Introduction
Chapter 2: Literature Review
Chapter 3: Theoretical Frameworks
Part II: Parent Narratives
Chapter 4: Emily, Eiko & James, and Leticia
Chapter 5: Roger, Gloria & Tony, and Tomas
Chapter 6: Lisa and Vanessa
Chapter 7: Judi, Aida, and Rachel
Chapter 8: Possibilities
Appendix A: Methodology
Appendix B: Acronym Glossary
Appendix C: Parent Dialogue Protocol
References
Index
About the Author
