Language Interpretation, Parent Participation, and Young Children with Disabilities

Autor/in	Cheatham, Gregory A.
Titel	Language Interpretation, Parent Participation, and Young Children with Disabilities
Quelle	In: Topics in Early Childhood Special Education, 31 (2011) 2, S.78-88 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121410377120
Schlagwörter	Early Intervention; Parent Participation; Disabilities; Young Children; English; Special Education; Parent Teacher Cooperation; Early Childhood Education; Translation; Family Involvement; Federal Legislation; Partnerships in Education; Cultural Differences; Individualized Education Programs; Evaluation + Suchen Sie Ihr Suchwort? Elternmitwirkung; Handicap; Behinderung; Frühe Kindheit; English language; Englisch; Special needs education; Sonderpädagogik; Sonderschulwesen; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bundesrecht; Hochschulpartnerschaft; Kultureller Unterschied; Individualized education program; Individualisierendes Lernen; Evaluierung
Abstract	Spoken parent-educator interactions through language interpreters for parents who do not speak English can challenge early intervention/early childhood special education professionals. Research suggests that language interpretation is often inadequate to ensure that the parental participation, informed parental consent, and interpretation mandates of IDEA (P.L. 108-446) Parts B and C are met. Examples from several contexts are presented to illustrate communication disconnects between early educators and parents. Subsequently, a discussion of quality language interpretation in early intervention/ early childhood special education is presented followed by program and policy recommendations. (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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10