Barriers against and Strategies for Promoting the Involvement of Culturally Diverse Parents in School-Based Transition Planning

Autor/inn/en	Geenen, Sarah; Powers, Laurie E.; Lopez-Vasquez, Alfonso
Titel	Barriers against and Strategies for Promoting the Involvement of Culturally Diverse Parents in School-Based Transition Planning
Quelle	In: Journal for Vocational Special Needs Education, 27 (2005) 3, S.4-14 (11 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-7597
Schlagwörter	Transitional Programs; Focus Groups; Interviews; Parent Participation; Parent School Relationship; Cooperative Planning; American Indians; African Americans; Hispanic Americans; Ethnography; Power Structure; Attitude Measures; Access to Information; Interpersonal Communication; Socioeconomic Status; Context Effect; Advocacy; Family Involvement; Special Education; Urban Schools; Special Needs Students; Disabilities; English (Second Language); Parent Attitudes; Teacher Attitudes; Disproportionate Representation + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; American Indian; Indianer; Afroamerikaner; Hispanic; Hispanoamerikaner; Ethnografie; Interpersonale Kommunikation; Socio-economic status; Sozioökonomischer Status; Sozialanwaltschaft; Special needs education; Sonderpädagogik; Sonderschulwesen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Sonderpädagogischer Förderbedarf; Handicap; Behinderung; English as second language; English; Second Language; Englisch als Zweitsprache; Elternverhalten; Lehrerverhalten
Abstract	This qualitative study investigated the barriers against and strategies for promoting the involvement of culturally and linguistically diverse (CLD) parents in school-based transition planning. Focus groups and interviews were conducted with 31 parents from Native American, African American and Hispanic communities, and 10 professionals who had involvement in transition planning. Coding of the transcripts using established ethnographic and content analysis techniques revealed seven main categories or types of barriers which appear to inhibit or prevent parental involvement in school-based transition planning: (a) power imbalance; (b) psychological or attitudinal; (c) logistic; (d) information; (e) communication; (f) SES and contextual factors; and (g) cultural influences. In the qualitative study, parents and professionals also identified a number of potential strategies for increasing or better supporting parental involvement in transition planning. These strategies included: (a) positive communication between parent and professionals; (b) preparing for transition at an earlier age; (c) information on school-based transition planning; (d) use of a parent advocate; (e) emotional support for parents; and (f) flexibility in meeting formats. The implications of these findings for educational and transition services are discussed. (Contains 3 figures.) (As Provided).
Anmerkungen	Journal for Vocational Special Needs Education. c/o Center for Education and Work, 964 Educational Sciences Builidng, 1025 West Johnson Street, Madison, WI 53706. Tel: 608-263-2724; Fax: 608-262-3050; Web site: http://www.cew.wisc.edu/JVSNE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10