Virtual Tools Show Promise for Moving the Needle on Culturally and Linguistically Diverse Family Engagement

Classrooms are increasingly more diverse, and student success can be enhanced through family engagement, especially for culturally and linguistically diverse (CLD) students with disabilities. Too often teachers are stymied by how to engage CLD families of children with disabilities. Common practices of parent involvement are ineffective and fail to appreciate families as members of the educational team. Family engagement seeks to establish and maintain authentic family-school partnerships based on mutual respect and shared agency for student academic and social success. This column provides specific family engagement strategies that teachers and schools can implement in an effort to provide reciprocal collaboration.

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Engaging Families in STEM Through Environmental Education

Building STEM Skills Through Environmental Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-2711-5.ch009 ◽

2021 ◽

pp. 244-271

Author(s):

Sara Hooks ◽

Judith Cruzado-Guerrero

Keyword(s):

Environmental Education ◽

Student Outcomes ◽

Family Engagement ◽

Linguistically Diverse ◽

Culturally And Linguistically Diverse ◽

Content Areas ◽

Positive Effects ◽

Science Technology ◽

And Mathematics ◽

Children's Development

Family engagement in education refers to a partnership between schools and the community to support children's development and learning. Family engagement has been at the forefront of education initiatives in recent decades as research has shown positive effects on a variety of student outcomes. At the same time, there has been increased emphasis on integrating environmental education into science, technology, engineering, and mathematics (STEM) content areas. This chapter illustrates how engaging families in environmental education within STEM curricula can benefit schools, families, and the community. Existing literature on family engagement in environmental education will be explored, along with strategies to engage families. Specific strategies for engaging families who are culturally and linguistically diverse will also be discussed. The chapter concludes with recommendations taken from the literature for designing, implementing, and sustaining family engagement in environmental education.

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Plexiglass: how power, policy and politics create a mirage of equitable family engagement

Journal for Multicultural Education ◽

10.1108/jme-08-2020-0086 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Lisa Porter ◽

Katherine Barko-Alva ◽

Socorro Guadalupe Herrera

Keyword(s):

Educational System ◽

Design Methodology ◽

Family Engagement ◽

Linguistically Diverse ◽

Culturally And Linguistically Diverse ◽

System Efficiency ◽

Content Type ◽

Critical Questions ◽

Diverse Families ◽

Conceptual Paper

Purpose Power, policy and politics set the landscape for technocratic approaches in the educational system. Efficiency and money-saving initiatives that adhere to a one-size-fits-all approach drive the response to complex and multifaceted challenges within education. This has been made apparent through the COVID-19 pandemic and its aftermath. This paper aims to explore one of the most pronounced and gaping realities that became evident during this crisis in how the system dehumanizes those in the margins. By not centralizing the biographies of families served in the schools, particularly culturally and linguistically diverse families, the system has failed to capitalize on the assets and affirm their wisdom. Design/methodology/approach This conceptual paper juxtaposes the technocratic and humanistic approaches of family engagement and provides alternative narratives rooted in authentic cariño (Bartolomé, 2008; Herrera et al., 2020; Valenzuela, 1999) and radical kinship (Boyle, 2017). Findings Currently, the educational system has sought to address complex issues by attending to the structures (i.e. plexiglass) and instructions (i.e. technology) as a way of responding to life-altering events that are in need of humanistic approaches. Originality/value The authors ask educators to reflect on the ways that power, policy and politics often stifle opportunities to move outside what is known to transform educational contexts. The authors conclude with critical questions to create new pathways guided by empathy and hope.

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Counseling the Culturally and Linguistically Diverse Elderly and Their Families

Perspectives on Gerontology ◽

10.1044/gero8.1.8 ◽

2003 ◽

Vol 8 (1) ◽

pp. 8-9 ◽

Cited By ~ 1

Author(s):

Larry Boles

Keyword(s):

Linguistically Diverse ◽

Culturally And Linguistically Diverse

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Culturally and Linguistically Diverse Populations: Serving GLBT Families in Our Schools

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds16.1.11 ◽

2009 ◽

Vol 16 (1) ◽

pp. 11-19 ◽

Cited By ~ 1

Author(s):

Ashley M. Frazier

Keyword(s):

Sexual Orientation ◽

Cultural Competence ◽

Service Delivery ◽

Linguistically Diverse ◽

Culturally And Linguistically Diverse ◽

Diverse Populations ◽

Cultural Issues ◽

Willingness To Disclose ◽

Bisexual And Transgender ◽

Societal Changes

Abstract School speech-language pathologists (SLPs) are increasingly likely to serve children of gay, lesbian, bisexual, and transgender (GLBT) parents or GLBT students as cultural and societal changes create growth in the population and increased willingness to disclose sexual orientation. The American Speech-Language-Hearing Association (ASHA) has a progressive nondiscrimination statement that includes sexual orientation as a protected status and strongly urges the membership to develop cultural competence as a matter of ethical service delivery. The purpose of this article is to describe cultural competence in relation to GLBT culture, discuss GLBT parent and student cultural issues as they are important in parent-school or student-school relations, and to provide suggestions for increasing sensitivity in these types of interactions. A list of resources is provided.

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Practical Resources for Provision of Services to Culturally and Linguistically Diverse Users of AAC

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds22.1.25 ◽

2015 ◽

Vol 22 (1) ◽

pp. 25-39

Author(s):

Elena Dukhovny ◽

E. Betsy Kelly

Keyword(s):

Best Practices ◽

Augmentative And Alternative Communication ◽

Linguistically Diverse ◽

Intervention Strategies ◽

Culturally And Linguistically Diverse ◽

Limited Resources ◽

Flexible Systems ◽

Alternative Communication ◽

Practical Applications ◽

Provision Of Services

According to the 2010 U.S. Census, over 20% of Americans speak a language other than English in the home, with Spanish, Chinese, and French being the languages most commonly spoken, aside from English. However, few augmentative and alternative communication (AAC) systems offer multilingual support for individuals with limited functional speech. There has been much discussion in the AAC community about best practices in AAC system design and intervention strategies, but limited resources exist to help us provide robust, flexible systems for users who speak languages other than English. We must provide services that take into consideration the unique needs of culturally and linguistically diverse users of AAC and help them reach their full communication potential. This article outlines basic guidelines for best practices in AAC design and selection, and presents practical applications of these best practices to multilingual/multicultural clients.

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