Engaging Culturally and Linguistically Diverse Families of Children with Disabilities

Classrooms are increasingly more diverse, and student success can be enhanced through family engagement, especially for culturally and linguistically diverse (CLD) students with disabilities. Too often teachers are stymied by how to engage CLD families of children with disabilities. Common practices...

Full description

Saved in:
Bibliographic Details
Published in:Intervention in school and clinic 2019-11, Vol.55 (2), p.120-126
Main Authors: Gerzel-Short, Lydia, Kiru, Elisheba W., Hsiao, Yun-Ju, Hovey, Katrina A., Wei, Yan, Miller, Rhonda D.
Format: Article
Language:English
Subjects:
Academic achievement
Behavior Modification
Children with disabilities
Classrooms
Cooperation
Cultural Differences
Diversity
Educational Environment
Family Involvement
Family School Relationship
Language Usage
Learning Activities
Parent Participation
Partnerships
Role
School Personnel
Students with Disabilities
Teachers
Teaching Methods
Teams
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Classrooms are increasingly more diverse, and student success can be enhanced through family engagement, especially for culturally and linguistically diverse (CLD) students with disabilities. Too often teachers are stymied by how to engage CLD families of children with disabilities. Common practices of parent involvement are ineffective and fail to appreciate families as members of the educational team. Family engagement seeks to establish and maintain authentic family-school partnerships based on mutual respect and shared agency for student academic and social success. This column provides specific family engagement strategies that teachers and schools can implement in an effort to provide reciprocal collaboration.
ISSN:1053-4512
1538-4810
DOI:10.1177/1053451219837637