NDLI: Development of Effective School-Family Partnerships for Students from Culturally and Linguistically Diverse Backgrounds: From Special Education Teachers’ and Chinese American Parents’ Perspectives

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Development of Effective School-Family Partnerships for Students from Culturally and Linguistically Diverse Backgrounds: From Special Education Teachers’ and Chinese American Parents’ Perspectives

Content Provider	Semantic Scholar
Author	Chu, Szu-Yin Wu, Hsiang-Yi
Copyright Year	2012
Abstract	Abstract The purpose of this exploratory study was to investigate and develop effective school-family partnerships for students with disabilities from diverse backgrounds, specifically focusing on teachers and parents of Chinese American students with disabilities. Interviews and observations with two parents and two teachers were used to capture their perspectives, including their successful and unsuccessful experiences in the interaction process and their expectations for building effective communication to promote parental involvement and students' educational success. Several barriers influencing parents' meaningful participation are identified in the current study. Findings regarding the perspectives of special education teachers and Chinese American parents about successful interactions will be provided. In addition, several applicable strategies are recommended to develop effective partnerships between educators and parents from diverse backgrounds. Introduction Rapid demographic changes are occurring in schools. A major concern in the field of special education today is the provision of effective service to diverse populations (Poon-McBrayer & Garcia, 2000). In special education, parental involvement in children's educational decision-making is legally mandated (
Starting Page	4
Ending Page	4
Page Count	1
File Format	PDF HTM / HTML
Volume Number	6
Alternate Webpage(s)	http://opus.ipfw.edu/cgi/viewcontent.cgi?article=1068&context=spe
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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