Parent-Educator Partnerships in Special Education Services Provision: A Thematic Exploration of Challenges Faced by Culturally and Linguistically Diverse Families

Authors

    Tracy McLeod

Published:

2022-06-23

DOI:

https://doi.org/10.52291/ijse.2022.37.24

How to Cite

McLeod, T. (2022). Parent-Educator Partnerships in Special Education Services Provision: A Thematic Exploration of Challenges Faced by Culturally and Linguistically Diverse Families . International Journal of Special Education (IJSE), 37(1). https://doi.org/10.52291/ijse.2022.37.24

Abstract

Among its many provisions, the Individuals with Disabilities Education Act (IDEA) stipulates that educators and parents work together to improve the quality of education for children with disabilities. This study explores the cultural understandings of the concepts of disability and special education among ten culturally and linguistically diverse families. The importance and relevance of examining these families’ understanding to gain insight on how such influence their involvement in the education of their children with disabilities. Data was collected through interviews, field notes, and document reviews. Grounded theory techniques were used to conduct an inductive analysis of the qualitative data. The findings reflected an array of families’ cultural perspectives when working with educators and service providers, navigating the special education system. Further, families raised concerned about the red tape involved in accessing special education services and the lack of humanity when interacting with service providers.

Keywords:

special education, CLD families, IDEA, partnership

Issue

Additional Files

IJSE Vol 37, No: 1, 2022

Volume 37, Number: 1, Year 2022 of International Journal of Special Education