Where Differences Matter

Abstract

The differential rates at which children of color, and particularly children who are AfricanAmerican, are identified and placed in special education in the United States (U.S.) is well documented in a variety of sources. U.S. policy, authorized by Congress in December of 2004, acknowledges differential rates of identification and placement by requiring states to review annually student identification data from all local education agencies to identify and address disproportionate representation of students from culturally and linguistically diverse backgrounds. Yet, little is known about the interaction between families who are culturally and

‘The More I Use the Technology, I Know What I’m Capable of Doing’: Access and the Discourse of Capacity

“…Not unlike families of students with disabilities across varied cultural contexts (Kozleski et al 2008), Isabella resisted the expectation to submit to professional judgments about her daughter's capability. For her, Maria's capability may have been irreversibly compromised by her disability ('that's all part of the CP; that's never gonna change'); however, she implicitly acknowledged the transformative potentiality of spaces in which Maria was required to perform as a learner.…”

Critical Entanglement: Research on Culturally and Linguistically Diverse Parental Involvement in Special Education 2000-2010

“…Participants in the study felt uninvolved in their transition planning processes where mismatch between exit goals and student interview responses led to communication and larger systemic issues (Trainor, 2005). When gathering qualitative data from 15 Hispanic parents, 10 African-American parents, and 2 White parents, Kozleski et al (2008) asked, How do elements of context and culture shape the ways in which different families access and experience special education processes when their children have disabilities? Identifying a relationship between power imbalances and issues with communication, Kozleski et al noted that a perception of families as recipients subordinated their role, or position, and legitimized the practice of using poor or nonexistent communication.…”

“…For instance, when CLD parents' perceptions of what constitutes responsible, or even acceptable, lifestyle choices (e.g., child care arrangements), school professionals-who held conflicting views-viewed and treated the parents with distain and/or disrespect (Garcia et al, 2000;Harry, 2008;Harry et al, 2005;Kummerer & Lopez-Reyna, 2009). Similarly, when CLD parents involved themselves in their child's education in ways that fell outside the bounds of definitions held by school professionals, parental involvement was perceived as minimal or not even acknowledged (Butera, 2005;Kozleski et al, 2008;Kummerer & Lopez-Reyna, 2009;Lai & Ishiyama, 2004;Rueda et al, 2005;Trainor, 2010b). In situations where perception led CLD parents to elevate the role, or status, of school professionals, those parents tended to refrain from voicing their concerns in interviews and at meetings, despite their concerns (see, for example, Lai & Ishiyama, 2004;Monzó, 2005).…”

“…Special education awareness (i.e., of services and terminology) is another important aspect of perception. For instance, when CLD parents were unaware of their rights, as well as the rights of their children, they were less likely to access or actively interact with supports they needed, such as interpretation and/or translation services (Kozleski et al, 2008;Kummerer & Lopez-Reyna, 2009;Tellier-Robinson, 2000). While perception can potentially act as a barrier, diverging perspectives may even lead school professionals to hold deficit views of CLD parents.…”

“…The perceptions held by parents and school professionals can profoundly influence the sort of relationship that is formed in these interactions. When families participate in these verbal and written processes, however, extensive, and sometimes unclear, special education terminology creates barriers for CLD parents, especially for those who speak English as an additional Critical Entanglement language (Garcia et al, 2000;Harry et al, 2005;Kozleski et al, 2008). When school professionals use the argument by repetition strategy in interpersonal exchanges, such as interviews and IEP meetings, parents can be dissuaded from countering school-based suggestions (Butera, 2005;Kozleski et al, 2008).…”