"Watch Your Tone": The Experiences of African American Parents of Students on the Autism Spectrum in Parent-School Partnerships

Autor/inn/en	Brown, Isabella C.; Mortier, Kathleen
Titel	"Watch Your Tone": The Experiences of African American Parents of Students on the Autism Spectrum in Parent-School Partnerships
Quelle	In: Multicultural Education, 28 (2021) 1-2, S.31-38 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	African Americans; Parents; Students with Disabilities; Autism; Pervasive Developmental Disorders; Parent School Relationship; Special Education; Parent Participation; Parent Attitudes; Individualized Education Programs; Student Needs; Empowerment; Cultural Awareness; Cultural Influences; Consciousness Raising; Barriers; Trust (Psychology) + Suchen Sie Ihr Suchwort? Afroamerikaner; Eltern; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autismus; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Special needs education; Sonderpädagogik; Sonderschulwesen; Elternmitwirkung; Elternverhalten; Individualized education program; Individualisierendes Lernen; Cultural identity; Kulturelle Identität; Cultural influence; Kultureinfluss; Bewusstseinsbildung
Abstract	The success of all school-age children relies heavily on active engagement between caregivers and school communities (Francis et al., 2016). Meaningful parent-school partnerships involve reciprocal relationships that build on each other's expertise and are based on good communication, professional competence, advocacy, commitment, equality, and trust (Kyzar, Haines, Turnbull, & Summers, 2017). However, many African Americans struggle with school partnerships (Latunde & Clark-Louque, 2016; Williams, Pemberton, & Dyce, 2012). In special education, family-school partnership is particularly important and is mandated by federal law as part of the Individuals With Disabilities Education Act of 2004 because of the need for shared decisions on the child's educational goals, services, and placement. This research aimed to build on the existing literature by gaining a deeper understanding of the experiences of African American parents of children on the autism spectrum within their families and communities and their experiences and needs while navigating school communities. This study reiterates the necessity for schools and district staff to improve efforts to build trust, increase representation, and acknowledge the impact of turning a blind eye to inequality and cultural unawareness for this demographic of parents and students. Increasing awareness about autism in the African American community and in schools, involving cultural brokers, creating communities of practice, and practicing cultural humility are ways of ensuring quality and equality for students with autism in educational settings. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01