| Popis: |
Navigating the special education system can be especially difficult for culturally and linguistically diverse (CLD) families, given the boundaries that persist in educational settings. It is thought, therefore, that identifying these challenges and addressing them will improve special education services for CLD students through effective engagement with their families. The present research examined the literature pertaining to the engagement of CLD families of special education students and explored the engagement experiences of 8 Arabic-speaking parents of exceptional children. An analysis of the engagement needs of CLD parents as well as the factors that impede or enhance their engagement in their children’s education revealed that, overall, CLD parents’ engagement experience is unfulfilled. The seven emerging themes that support this finding were: lack of engagement; difficulties overcoming barriers, including language and transportation barriers as subthemes; unmet needs, including interpretation, learning, and cultural & religious needs as subthemes; overlooked screenings; lack of awareness; failed preparation, and the impact of parental engagement on student outcomes. It is found that satisfying CLD parents’ religious and cultural needs while overcoming linguistic barriers are key components to engaging them as learning partners. Based on these findings, this research calls for action agendas for reform and change by providing interpretation services for culturally and linguistically diverse parents; employing bilingual staff or cultural navigators to assist the families; educating CLD parents about district policies and the special education services their children receive by translating the information on the school district’s website; allowing students to perform their individual religious duties, which are well within their constitutional rights; and making dietary considerations and personal hygienic accommodations for Muslim children as a matter of social justice. |
