Cultural Brokers in Special Education

2020 ◽  
pp. 154079692097538
Author(s):  
Kathleen Mortier ◽  
Isabella C. Brown ◽  
Corrine M. Aramburo
Keyword(s):  
Special Education ◽  
Education System ◽  
Emotional Support ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Support Needs ◽  
Skill Sets ◽  
Cultural Brokers ◽  
Individual Interviews ◽  
Cultural Brokering

Culturally and linguistically diverse families face substantial barriers in the special education system and seek support from cultural brokers to help them navigate it. We used a qualitative design to study cultural brokering experiences among Latinx families of children with extensive support needs and cultural brokers. Through individual interviews with 10 Latinx families of children with extensive support needs, and focus groups with 10 Latinx cultural brokers, this study shows how cultural brokers inform, encourage, assist, and provide emotional support for Latinx families, and revealed their motivations, qualities, and skill sets. The findings also include recommendations for teachers and schools who want to engage in cultural brokering to improve their partnership with Latinx families.

A Primer on the Individuals With Disabilities Education Improvement Act and Advocacy for Students Who Are Culturally and Linguistically Diverse

2019 ◽  
pp. 46-65
Author(s):  
Reid Taylor ◽  
Carol Fleres
Keyword(s):  
Special Education ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
General Education ◽  
Linguistically Diverse ◽  
Educational Planning ◽  
Culturally And Linguistically Diverse ◽  
Primary Language ◽  
Education Improvement

Well prepared educators are essential to the identification and delivery of services to students who have disabilities, most especially when it comes to students who are culturally and linguistically diverse (C/LD). Professionals must be aware of the requirements in IDEIA and assure that multiple and appropriate assessments are used in determining whether C/LD students are, in fact, disabled before being assigned to special education. This chapter identifies current issues such as the under and over identification of certain students who are C/LD in special education, second language acquisition, and the evaluation of children whose primary language is not English. It is a tool to assist professionals in assessing students who are C/LD and in educating families and guiding them to advocate for the provision of supported interventions in general education, appropriate assessment, and educational planning. Recommendations for advocating for students who are C/LD are presented and discussed.

Choosing to live in a nursing home: a culturally and linguistically diverse perspective

2015 ◽  
Vol 21 (2) ◽  
pp. 239
Author(s):  
Cecilia A. Yeboah
Keyword(s):  
Nursing Home ◽  
Nursing Homes ◽  
Older People ◽  
Cultural History ◽  
Nursing Home Residents ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Individual Interviews ◽  
Cultural Origins ◽  
Diverse Perspective

As part of the findings of a study on culturally and linguistically diverse older people relocating to a nursing home, this paper contributes to our understanding of how older people draw on their cultural history to explain their decisions to relocate. Family reciprocity was identified by most participants as central to their decisions, regardless of their specific cultural origins. Using the grounded theory methodology, data were collected through progressive, semi-structured, repeated, in-person, individual interviews with 20 residents of four nursing homes in the northern suburbs of Melbourne, Australia. Culturally and linguistically diverse (CALD) older people, regardless of specific cultural origin, make relocation decisions based on the importance and meaning of reciprocity within families. Understanding their decisions as reflecting a culturally valued reciprocity offered a sense of cultural continuity to the relocation and was comforting to the older adults involved in the study. This study also suggests that culturally and linguistically diverse older people are much more active participants in the decision to relocate to a nursing home than is commonly recognised. The four nursing homes in the northern suburbs of Melbourne and the 20 participants studied constitute only a small proportion of all culturally and linguistically diverse older nursing home residents in Australia. Therefore, the findings may not be pertinent to other culturally and linguistically diverse elderly. Nonetheless, this study makes an important contribution to future discussions regarding cultural diversity in the nursing home relocation of culturally and linguistically diverse older Australians. The study findings provide some insight into the conditions and contexts that impact nursing home relocation.

Service Delivery to Culturally and Linguistically Diverse Exceptional Students in Rural School Districts

1994 ◽  
Vol 13 (4) ◽  
pp. 37-45 ◽  
Author(s):  
Jozi De Leon ◽  
Jack Cole
Keyword(s):  
Special Education ◽  
School Districts ◽  
Service Delivery ◽  
Linguistically Diverse ◽  
Rural School ◽  
Culturally And Linguistically Diverse ◽  
Rural School Districts ◽  
Exceptional Students ◽  
Educational Diagnosticians ◽  
Bilingual Special Education

Bilingual special education programs have been established in many school districts across the country to address the unique needs of culturally and linguistically diverse exceptional students (CLDE). Rural school districts may have difficulty meeting the specialized needs of CLDE students due to the limited availability of resources, especially individuals trained in bilingual special education. This study examines the availability of programs which could serve CLDE students, the training of personnel in these programs, and whether educational diagnosticians and speech language pathologists (SLPs) apply procedures which take into account language and cultural factors. The authors suggest that rural school districts can provide service delivery if special educators are trained in cultural and language areas while bilingual and English as a second language (ESL) teachers are trained in exceptionalities.

Wading Through Quicksand: Making Sense of Minority Disproportionality in Identification of Emotional Disturbance

2017 ◽  
Vol 43 (1) ◽  
pp. 244-252 ◽  
Author(s):  
Amanda L. Sullivan
Keyword(s):  
Special Education ◽  
Emotional Disturbance ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Diverse Students ◽  
Linguistically Diverse Students ◽  
Making Sense ◽  
Research Findings

The debate surrounding disproportionality in the identification of culturally and linguistically diverse students for special education, and in the category of emotional disturbance in particular, remains highly contentious, particularly as scholars grapple with the meaning and causes of disproportionality. In this article, I discuss assumptions underpinning this line of scholarship and implications for the meaning we make of research findings related to disparities in special education and students’ needs. Efforts to understand and address inequity must be juxtaposed with the imprecise, and at times inscrutable, conceptual, psychometric, procedural, and causal issues surrounding identification and potential disproportionality, even while maintaining a fundamental desire to benefit students.

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