The authors contend that the equity and advocacy expectations imbedded in the legal mandate for parent participation in the special education decision-making process directly contradict the hierarchy of professional status and knowledge on which the positivist paradigm of professionalism is based, and are also in con ict with the values held by many families from culturally diverse backgrounds, contributing to low levels of participation and advocacy. They argue the need for professional education to incorporate opportunities for professionals to identify the cultural assumptions imbedded in the eld of special education towards more balanced and effective collaboration.
The principle of normalization/social role valorization provides a powerful framework for improving the quality of life of individuals with disabilities. However, the principle needs to be adapted to the increasing cultural heterogeneity of the United States. Decisions about the goals of service provision should be informed by two principles: (1) cultural reciprocity, whereby professionals work in a collaborative manner with families, and (2) a sociocultural view of learning and development, which targets social rather than individual processes. Findings from a collaborative action research project with culturally diverse families are used to illustrate how professionals can provide assistance in a family's zone of proximal development, rather than targeting goals that are normative for the mainstream, but not for the family.
A qualitative study of four black, low-income, single mothers used in-depth interviews and participant observation to evaluate their interactions with outreach agency professionals. Three perceived aspects (disrespect, focus on deficits, and discounting parenting style differences) were associated with exclusionary (unempowering) relationships. A reciprocal and supportive approach was associated with collaborative (empowering) relationships. Implications of these findings for professionals serving minority families are discussed.
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