Reaching out to Culturally and Linguistically Diverse Families: Strategies and Challenges Reported by Parent Training and Information Center Staff

Autor/inn/en	Rossetti, Zach; Burke, Meghan M.
Titel	Reaching out to Culturally and Linguistically Diverse Families: Strategies and Challenges Reported by Parent Training and Information Center Staff
Quelle	In: Exceptionality, 27 (2019) 3, S.215-231 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rossetti, Zach)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2018.1433042
Schlagwörter	Parent Participation; Advocacy; Cultural Differences; Language Usage; Empowerment; Parents; Students with Disabilities; Parent Education; Program Effectiveness; Outreach Programs; Leadership Training; Barriers; Cultural Awareness; Family Needs; Illinois; Massachusetts; New Jersey; Rhode Island; Tennessee + Suchen Sie Ihr Suchwort? Elternmitwirkung; Sozialanwaltschaft; Kultureller Unterschied; Sprachgebrauch; Eltern; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Parents education; Elternbildung; Elternschule; Jobcoaching; Führungslehre; Cultural identity; Kulturelle Identität; Master-Studiengang
Abstract	Within special education policy and practice, parents are expected to advocate for their children to receive appropriate special education and related services. However, the majority of parents report feeling disempowered to advocate; families from culturally and linguistically diverse (CLD) backgrounds may feel especially disempowered. Federally funded Parent Training and Information Centers (PTIs) exist in each state to empower historically underserved (including CLD) parents of children with disabilities. In this study, we examined how PTIs educate and empower CLD families through semi-structured interviews with 13 PTI staff members who work with CLD families across five states. The participants emphasized the importance of strategies such as conducting outreach in local communities and developing parent leaders among the CLD families they support. The findings also indicated that PTIs struggle with addressing external, systemic barriers which influence CLD families. Implications for research, policy, and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01