Supporting Latinx Families in Special Education Decisions

Autor/in	Urtubey, L. Juliana
Titel	Supporting Latinx Families in Special Education Decisions
Quelle	In: Educational Leadership, 77 (2020) 4, S.40-45 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Hispanic Americans; Special Education; English Language Learners; Disability Identification; Parent Participation; Cultural Differences; Family Role; Teacher Role; Referral; Cultural Awareness; Informed Consent; Information Dissemination; Barriers + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Special needs education; Sonderpädagogik; Sonderschulwesen; Elternmitwirkung; Kultureller Unterschied; Lehrerrolle; Cultural identity; Kulturelle Identität; Informationsverbreitung
Abstract	When an English learner is referred for an evaluation for disability and possible special education services, educators must establish a trusting relationship with that student's family, clarifying the process for them and making the family part of all decision making. Urtubey explains cultural differences we should be aware of in how many Latinx families, particularly, perceive their role in their child's education and how they define disability. Drawing on her experiences as both a special education teacher and member of a Latinx family, she suggests specific ways educators can support Latinx families through the special education referral process. (As Provided).
Anmerkungen	ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01