scholarly journals Exploring Involvement Expectations for Culturally and Linguistically Diverse Parents: What We Need to Know in Teacher Education

2017 ◽  
Vol 19 (2) ◽  
pp. 61 ◽  
Author(s):  
Sandra M. Gonzales ◽  
Susan L. Gabel
Keyword(s):  
School Climate ◽  
Parental Involvement ◽  
School Achievement ◽  
Linguistically Diverse ◽  
The United States ◽  
Climate Impact ◽  
Culturally And Linguistically Diverse ◽  
Critical Theories ◽  
Subtractive Schooling ◽  
Schooling Practices

In the United States parental involvement is an important part of a child’s education, and teachers often rely on parents to boost student achievement. This qualitative analysis employs a two-step process, first examining the data with regards to parental involvement and then using critical theories in education to examine the intersections between parental involvement findings and subtractive schooling practices in order to highlight how educational praxis, teacher perspectives, and school climate impact both parental involvement and school achievement for culturally and linguistically diverse (CLD) students.

scholarly journals Critical Entanglement: Research on Culturally and Linguistically Diverse Parental Involvement in Special Education 2000-2010

2014 ◽  
Vol 23 (1) ◽  
Author(s):  
Cam Cobb
Keyword(s):  
United States ◽  
Special Education ◽  
Parental Involvement ◽  
Cultural Capital ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse

If parental involvement in a child’s education is generally viewed in positive terms, then it is important to understand what sorts of barriers might hinder it. This article reviews literature on culturally and linguistically diverse parental in-volvement in special education in the United States and Canada. In analyzing 20 articles published in eight prominent journals between 2000 and 2010, the author considers what research has to say about what influences culturally and linguisti-cally diverse parental involvement. Applying the lens of social-cultural capital led the author to examine three core themes in the literature, namely perceptions, people, and systems. Because these three themes interlock so tightly, the author devised the overarching metaphor of critical entanglement, which is vital to the process of recognizing and addressing barriers that culturally and linguistically diverse parents potentially face. Implications for research are discussed in the recommendation and conclusion segments of this article.

Cultural/Linguistic Variation in the United States and its Implications for Assessment and Intervention in Speech-Language Pathology

1996 ◽  
Vol 27 (4) ◽  
pp. 385-387 ◽  
Author(s):  
Hortencia Kayser
Keyword(s):  
United States ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Linguistic Variation ◽  
Speech Language Pathology ◽  
Language Pathology ◽  
Diverse Children

The authors in this forum have presented innovative assessment and intervention approaches with culturally and linguistically diverse children. This epilogue summarizes and discusses several issues concerning assessment and intervention with this population.

Interactions with Asians in Higher Education: Beyond Multicultural Myths

2019 ◽  
Vol 14 (2) ◽  
Author(s):  
Festus E. Obiakor
Keyword(s):  
Higher Education ◽  
United States ◽  
African Americans ◽  
Native Americans ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Model Minorities ◽  
Critical Issues ◽  
Education Today

AbstractOne of the critical issues in education today is how to help all students to maximize their fullest potential. Achieving this goal seems to be difficult for many people who come from culturally and linguistically diverse (CLD) backgrounds. At all levels, they endure direct and indirect disenfranchisements, disadvantages, and disillusionments, especially if they learn differently, are racially different, demonstrate different behavioral patterns, have different personal idiosyncrasies, or come from different countries. Despite these apparent impediments, Asians are viewed by many as “model” minorities when compared to African Americans, Latinos, and Native Americans. This view has continued to affect how Asians view themselves and how the society as a whole views them. Coming originally from Nigeria to the United States, I have had myriad interactions with Asians as student, professor, scholar, leader, and professional. In this article, I share my experiences with Asians and how these experiences have exposed multicultural realities and myths.

Speech-Language Pathologists’ Perceived Competence in Working With Culturally and Linguistically Diverse Clients in the United States

2020 ◽  
pp. 152574012091520
Author(s):  
Sabiha Parveen ◽  
Siva priya Santhanam
Keyword(s):  
United States ◽  
Service Delivery ◽  
Linguistically Diverse ◽  
The United States ◽  
Perceived Competence ◽  
Culturally And Linguistically Diverse ◽  
English Speakers ◽  
Speech Language Pathologists ◽  
Preservice Training ◽  
English Speaking

A clinician’s perceived competence determines his or her ability to attain clinical outcomes and persevere through challenging situations. This study examined the perceived competence of 337 speech-language pathologists (SLPs), including monolingual and bilingual, working with culturally and linguistically diverse (CLD) clients within the United States. Results indicated comparable competence levels of both monolingual and bilingual SLPs in their service delivery to monolingual English-speaking clients. However, bilingual SLPs reported significantly higher competency than monolingual SLPs while working with non-English-speaking clients in different areas of service delivery, including speech and language assessment, dealing with challenging clinical situations, and responding to questions regarding intervention outcomes. It is likely that language concordance, awareness, and understanding of linguistic and cultural expectations of non-English-speakers help surpass communication barriers leading to increased perceived competence among bilingual SLPs. This study summarizes persisting challenges in service delivery of CLD populations and possible recommendations for preservice training of SLPs.

scholarly journals Hispanic Youth/Young Adults with Disabilities: Parents' Visions for the Future

2002 ◽  
Vol 27 (3) ◽  
pp. 204-219 ◽  
Author(s):  
Martha Blue-Banning ◽  
Ann P. Turnbull ◽  
Lourdes Pereira
Keyword(s):  
United States ◽  
Young Adults ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Future Research ◽  
Diverse Populations ◽  
Hispanic Parents ◽  
Adults With Disabilities ◽  
Group Interviews

The rapid increase of culturally and linguistically diverse populations in the United States has important implications for service delivery. Addressing the needs of individuals transitioning from adolescence to adulthood and their families requires that outcomes of service recognize the cultural differences of people with disabilities. The Hispanic population is one of the fastest growing of the culturally and linguistically diverse populations in the United States. To provide effective support services, a clearer understanding is needed of the perspectives of Hispanic parents of youth/young adults with disabilities concerning their hopes and expectations for their child's future. To address this issue, focus group interviews were conducted with 38 Hispanic parents of youth/young adults with developmental disabilities. The findings suggest that Hispanic parents have a diversity of hopes and expectations concerning future living, employment, and free-time options for their children with disabilities. Key recommendations focus on the implications for education and human service systems as well as directions for future research.

Equity, Equality, and Standardization: Expanding the Conversations

2017 ◽  
Vol 50 (5) ◽  
pp. 483-501 ◽  
Author(s):  
Elizabeth Cramer ◽  
Mary E. Little ◽  
Patricia Alvarez McHatton
Keyword(s):  
Students With Disabilities ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Board Of Education ◽  
Educational Equality ◽  
Marginalized Groups ◽  
Diverse Backgrounds ◽  
Critical Issues ◽  
Opportunity Gaps

In the more than 60 years since the Brown v. Board of Education ruling, the United States has been struggling to assure educational equality for all learners. This article will review how attempts at equality such as accountability and standardization movements have failed to close opportunity gaps for vulnerable and marginalized groups, particularly for students with disabilities from culturally and linguistically diverse backgrounds. Critical issues are raised about current reforms, in order to broaden educational conversations for a deeper analysis, recognizing the implications for sustained, comprehensive solutions.

scholarly journals Meeting The Need For Special Education Teachers For Culturally Linguistically Diverse Students With Disabilities

2010 ◽  
Vol 7 (10) ◽  
Author(s):  
Patricia Peterson ◽  
Stephen Showalter
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Culturally Responsive ◽  
Linguistically Diverse ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Diverse Students ◽  
Linguistically Diverse Students ◽  
And Training

This paper describes why special education teachers are needed to meet the needs of the increasing number of culturally and linguistically diverse students with disabilities in the United States.  The paper presents innovative approaches to recruiting and training culturally responsive special education teachers.

scholarly journals A Culturally and Linguistically Responsive Framework for Improving Academic and Postsecondary Outcomes of Students with Moderate or Severe Intellectual Disability

2016 ◽  
Vol 35 (2) ◽  
pp. 23-48
Author(s):  
Christopher J. Rivera ◽  
Bree A. Jimenez ◽  
Joshua N. Baker ◽  
Tracy Spies ◽  
Pamela J. Mims ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Parental Involvement ◽  
Culturally Responsive ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
General Curriculum ◽  
Postsecondary Outcomes ◽  
Severe Intellectual Disability ◽  
Academic Instruction

The needs of culturally and linguistically diverse (CLD) students with moderate or severe intellectual disability (ID) are quite unique and complex. CLD students with moderate or severe ID face many of the same issues as their non-disabled CLD peers; however, due to the nature of their disability this may lead to even less access to the general curriculum, appropriate services, materials, and meaningful collaboration between families and educators. The purpose of this article is to provide a culturally responsive framework for facilitating academic instruction for CLD students with moderate or severe ID that also includes appropriate supports in an effort to increase access to postsecondary outcomes for this population. Suggestions for accessing the general curriculum and a discussion about increasing parental involvement and accessing appropriate adult agencies to further enhance these outcomes are provided.

The Impact of Culture on Parental Perceptions about Autism Spectrum Disorders: Striving for Culturally Competent Practices

2018 ◽  
Vol 14 (1) ◽  
Author(s):  
Brenda L. Barrio ◽  
Yun-Ju Hsiao ◽  
Nydia Prishker ◽  
Callie Terry
Keyword(s):  
Linguistically Diverse ◽  
The United States ◽  
Autism Spectrum ◽  
Culturally And Linguistically Diverse ◽  
Culturally Competent ◽  
Number Of Children ◽  
Wide Range ◽  
Diverse Backgrounds ◽  
Parental Perspectives ◽  
The Impact

AbstractDespite the increasing number of children from culturally and linguistically diverse (CLD) backgrounds in the United States, limited research exists synthesizing what is known about the prevalence and diagnosis of autism spectrum disorder (ASD) in these communities. Children from culturally and linguistically diverse backgrounds are disproportionately diagnosed with ASD and, there is a need for practitioners and educators to be culturally competent at addressing challenges and practices related to ASD for children and youth. The purpose of this paper is to review the literature related to parental perspectives on ASD, in children from a wide range of culturally diverse backgrounds to provide information and resources to practitioners about the importance to strive for cultural competence in practice-related work.

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