Hearing Their Voices: Parents' Perceptions of Preschool Special Education Evaluations with Dual-Language Learners

Autor/inn/en	Harvey, Hattie; Wennerstrom, Erin Kinavey
Titel	Hearing Their Voices: Parents' Perceptions of Preschool Special Education Evaluations with Dual-Language Learners
Quelle	In: Topics in Early Childhood Special Education, 43 (2023) 1, S.46-59 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harvey, Hattie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/02711214211005853
Schlagwörter	Preschool Education; Special Education; Parent Attitudes; Native Language; Family Environment; Cultural Context; Bilingual Students; Educational Legislation; Equal Education; Students with Disabilities; Family School Relationship; English; Spanish; Tagalog; Student Evaluation; Evaluation Methods + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Special needs education; Sonderpädagogik; Sonderschulwesen; Elternverhalten; Familienmilieu; Bildungsrecht; Schulgesetz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; English language; Englisch; Spanisch; Schulnote; Studentische Bewertung
Abstract	Advancing equity in early childhood education is crucial as our broader society faces issues of inequities across systems, including education. Professionals must honor children's home language and cultural contexts, coming from a perspective of value and respect rather than from a traditionally dominant Eurocentric perspective. Through this study, we share the perspectives of 22 U.S. parents of dual-language learners (DLLs) as they experienced an evaluation for preschool special education. Through a mixed-methods approach using survey and interview data, three primary themes emerged: (1) relationships and interactions; (2) home language and cultural context; and (3) the evaluation process. Significant differences in satisfaction emerged between those who had participated in Part C Early Intervention services versus those who had not. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01