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Autor/inn/en | Tamzarian, Arpi; Menzies, Holly M.; Ricci, Leila |
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Titel | Barriers to Full Participation in the Individualized Education Program for Culturally and Linguistically Diverse Parents |
Quelle | In: Journal of Special Education Apprenticeship, 1 (2012) 2, (11 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2167-3454 |
Schlagwörter | Barriers; Individualized Education Programs; Special Education; Verbal Communication; Nonverbal Communication; Intercultural Communication; Communication Problems; Intervention; Disabilities; Empathy; Educational Legislation; Equal Education; Federal Legislation; Cultural Differences; English (Second Language); Second Language Learning; Parent Participation Individualized education program; Individualisierendes Lernen; Special needs education; Sonderpädagogik; Sonderschulwesen; Non-verbal communication; Nonverbale Kommunikation; Interkulturelle Kommunikation; Kommunikationsbarriere; Handicap; Behinderung; Empathie; Bildungsrecht; Schulgesetz; Bundesrecht; Kultureller Unterschied; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Elternmitwirkung |
Abstract | The Individuals with Disabilities Education Improvement Act (2004) mandates that schools facilitate parent participation in planning the Individual Education Program (IEP). However, culturally and linguistically diverse parents are less likely to feel fully included in the IEP process. In this article we examine three sources of cross-cultural communication difficulties: verbal and non-verbal communication styles, bureaucratic procedures, and cultural assumptions about disability and intervention. We conclude by suggesting schools use an empathetic approach to improve communication in the IEP process. (As Provided). |
Anmerkungen | Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail: snam@csusb.edu; Web site: http://www.josea.info |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |