Meta-Synthesis on the Experiences of Families from Nondominant Communities and Special Education Collaboration

Autor/inn/en	Buren, Molly K.; Maggin, Daniel M.; Brown, Christerralyn
Titel	Meta-Synthesis on the Experiences of Families from Nondominant Communities and Special Education Collaboration
Quelle	In: Exceptionality, 28 (2020) 4, S.259-278 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2018.1480953
Schlagwörter	Meta Analysis; Experience; Minority Groups; Special Education; Family School Relationship; Students with Disabilities; Parent Attitudes; Elementary Secondary Education; Individualized Education Programs; Language Usage; Communication Problems; Cultural Differences; Knowledge Level; Translation + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Erfahrung; Ethnische Minderheit; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Elternverhalten; Individualized education program; Individualisierendes Lernen; Sprachgebrauch; Kommunikationsbarriere; Kultureller Unterschied; Wissensbasis
Abstract	18 qualitative investigations of families of children with disabilities from nondominant communities and their perspectives on home-school partnerships were included in this meta-synthesis. Included studies used a qualitative research design to examine the perspectives of families of children with disabilities from nondominant communities in grades K-12 on the Individual Education Program (IEP) process and collaboration with schools. Results indicated that families faced many obstacles preventing them from engagement in collaborative relationships with school professionals. Families experienced communication barriers such as, (a) lack of interpreters or translated documents, (b) issues with cultural misinterpretations, (c) problems advocating for appropriate services, (d) confusion concerning special education jargon and the purpose of the IEP, and (e) challenges with the quantity and quality of information received at home. Parents often sought outside, community agencies to mediate and provide services missing from the school day. Limitations and implications for future research and practice are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01