Family Diversity

Harry, Beth; Fenton, Patrice

doi:10.1002/9781118768778.ch8

Cited by 2 publications

(2 citation statements)

References 39 publications

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“…In addition, and as expressed in DEC (2014) Family Recommended Practices, practitioners must be “sensitive and responsive to cultural, linguistic, and socio-economic diversity” (p. 10). Practitioners need to consider that there are many cross-cultural differences regarding definitions of disability, parental expectations, and parental roles (Harry & Fenton, 2017). Crucially, practitioners must also recognize that social identities, such as race, gender, sexuality, class, marital status, and age, can be ambiguous (e.g., multicultural, biracial, transgender) and dynamic (Kang & Bodenhausen, 2015).…”

Section: Build Respectful and Productive Relationshipsmentioning

confidence: 99%

“…Crista’s contrasting experiences with Deena and Joyce underline the importance of practitioners being well trained not only in their core discipline but also in how to develop and sustain relationships that support meaningful family involvement. As Harry and Fenton (2017) emphasized, practitioners must come to the table “prepared to thoroughly explain their recommendations while genuinely encouraging families to have their voices be heard, honored, and incorporated” (p. 162). Furthermore, practitioners must be prepared to tailor their communication with diverse families in ways that honor each family’s unique characteristics and form (Turnbull, Turnbull, & Erwin, 2014).…”

Section: Build Respectful and Productive Relationshipsmentioning

confidence: 99%

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Supporting Parents’ Confidence to Pull Up a Chair at the Early Intervention/Early Childhood Special Education Table

Bruns

LaRocco

2017

Young Exceptional Children

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eena has 10 years of experience as a developmental therapist. Her preparation program emphasized a family-centered capacity-building orientation to service provision. She knows that first, and foremost, her role is to help parents gain the skills needed to assist their children to develop and become advocates on their behalf. Deena actively draws attention to parents' identifiable strengths and doesn't assume they need a particular resource or type of assistance. Instead, she listens carefully to parents' concerns and provides information or support based on their requests for assistance and in a form that is preferred by and accessible to the parents. Early in her career, Deena learned that all families come to early intervention (EI) with strengths and that it is best to create opportunities within which parents can demonstrate and build on their personal capacities. She does this by providing parents with choices and intentionally engaging them in decisions when helping them to meet their self-identified needs. Deena knows it is not so much about providing help but the ways in which the help is provided.

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Section: Build Respectful and Productive Relationshipsmentioning

confidence: 99%

Section: Build Respectful and Productive Relationshipsmentioning

confidence: 99%

Supporting Parents’ Confidence to Pull Up a Chair at the Early Intervention/Early Childhood Special Education Table

Bruns

LaRocco

2017

Young Exceptional Children

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Culturally Responsive Special Education

Gerzel-Short,

Kelly,

Hovey

et al. 2023

Advances in Educational Marketing, Administration, and Leadership

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Families from culturally and linguistically diverse (CLD) backgrounds often feel disrespected, unheard, misunderstood, and undervalued. Extant research demonstrates that CLD families have considerably lower levels of participation in their children's education. The incongruence between families and the educational system's cultural values and practices may result in barriers limiting families' agency in educational decision-making. Families from nondominant cultures may not ascribe to the practices that guide the special education system, which reflect the dominant culture (i.e., white and middle-class). For families to be active agents in their student's educational decision-making (including special education), the barriers created by the perceptions of power imbalances must be broken down, and the onus of this task falls on the shoulders of those employed by the public school system. Culturally responsive family engagement that incorporates cultural liaisons can empower CLD families to have agency in their child's educational plan.

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Family Diversity

Cited by 2 publications

References 39 publications

Supporting Parents’ Confidence to Pull Up a Chair at the Early Intervention/Early Childhood Special Education Table

Supporting Parents’ Confidence to Pull Up a Chair at the Early Intervention/Early Childhood Special Education Table

Culturally Responsive Special Education

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