The Role of Mexican Immigrant Mothers' Beliefs on Parental Involvement in Speech-Language Therapy

Autor/inn/en	Kummerer, Sharon E.; Lopez-Reyna, Norma A.
Titel	The Role of Mexican Immigrant Mothers' Beliefs on Parental Involvement in Speech-Language Therapy
Quelle	In: Communication Disorders Quarterly, 27 (2006) 2, S.83-94 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
Schlagwörter	Early Intervention; Disabilities; Cultural Relevance; Mexicans; Parent Participation; Parent School Relationship; Mothers; Literacy; Language Acquisition; Immigrants; Parent Attitudes; Beliefs; Speech Therapy; Young Children; United States + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Mexikaner; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Mother; Mutter; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachaneignung; Spracherwerb; Immigrant; Immigrantin; Immigranten; Elternverhalten; Belief; Glaube; Entwicklungsproximale Sprachtherapie; Logotherapie; Frühe Kindheit; USA
Abstract	The "sociocultural framework" highlights the contributions of children's cultural and linguistic contexts to early language and literacy development. To collaborate with parents in early intervention programs, including speech-language therapy, there must be a sincere commitment to the development of cultural competence. Hispanics are one of the largest and fastest growing minority groups within the United States. The goal of this study was to identify Mexican immigrant mothers' perceptions and beliefs about language development, their children's disabilities, and therapy activities. Additionally, it explored how these perceptions and beliefs inform culturally responsive speech-language therapy with families of Mexican descent. (Author).
Anmerkungen	PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site: http://www.proedinc.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10