Fostering collaboration with culturally and linguistically diverse families of children with moderate to severe disabilities

Journal of Educational and Psychological Consultation

Volumn 20, Issue 1, 2010, Pages 28-40

  Olivos, Edward M ^a   Gallagher, R J ^b,c   Aguilar, Jill ^b  

^a UNIVERSITY OF OREGON   (United States)

^b CALIFORNIA STATE UNIVERSITY   (United States)

^c UNIVERSITY OF SOUTHERN CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77649225576     PISSN: 10474412     EISSN: None     Source Type: Journal    
DOI: 10.1080/10474410903535372     Document Type: Review

References (42)

1. Blue-Banning, M., Summers, J. A., Frankland, H. C., Nelson, L. L., & Beegle, G. (2004). Dimensions of family and professional partnership: Constructive guidelines for collaboration. Exceptional Children, 70, 167-184.
2. Boethel, M. (2003). Diversity: School family, & community connections. Austin, TX: National Center for Family & Community Connections with Schools.
3. Bourdieu, P. (1977). Reproduction in education, society and culture. London: Sage.
4. Cline, Z., & Necochea, J. (2001). Basta ya! Latino parents fighting entrenched racism. Bilingual Research Journal, 25, 1-26.
5. Comer, J. P., & Haynes, N. M. (1991). Parent involvement in schools: An ecological approach. The Elementary School Journal Special Issue: Educational Partner-ships: Home-School Community, 91, 271-277.
6. Cook, L., & Friend, M. (1991). Collaboration in special education. Preventing School Failure, 35, 24.
7. Cummins, J. (2001). Negotiating identities: Education for empowerment in a diverse society. Ontario, CA: California Association for Bilingual Education (CABE).
8. Darder, A. (1991). Culture and power in the classroom: A critical foundation for bicultural education. Westport, CT: Bergin & Garvey.
9. Dunst, C. J., Leet, H., & Trivette, C. M. (1988). Family resources, personal well-being, and early interventions. Journal of Special Education, 22(1), 108-116.
10. Epstein, J. L. (2001). School, family, and community partnerships: Preparing edu-cators and improving schools. Boulder, CO: Westview.
11. Findler, L. (2000). The role of grandparents in the social support system of mothers of children with a physical disability. Families in Society, 81, 370-381.
12. Fine, M. (1993). [Ap]parent involvement: Reflections on parents, power, and urban public schools. Teachers College Record, 94, 682-710.
13. Friend, M., & Cook, L. (2003). Interactions: Collaboration skills for school profes-sionals (4th ed.). Boston: Allyn & Bacon.
14. Friend, M., & Cook, L. (2007). Interactions: Collaboration skills for school profes-sionals (5th ed.). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
15. Gallagher, R. J., Serrano, A. M., & Blackaller, C. A. (2006). Formal & informal resources among families with children with disabilities. Paper presented at International Conference on Disabilities, Hong Kong.
16. Gollnick, D. M., & Chinn, P. C. (2006). Multicultural education in a pluralistic society (7th ed.). Upper saddle River, NJ: Pearson/Merrill Prentice Hall.
17. Harry, B. (1992). Restructuring the participation of African-American parents in special education. Exceptional Children, 59, 123-131.
18. Harry, B. (2008). Collaboration with culturally and linguistically diverse families: Ideal versus reality. Council for Exceptional Children, 74, 372-388.
19. Harry, B., Allen, N., & McLaughlin, M. (1995). Communication versus compliance: African-American parents. Exceptional Children, 61, 364-377.
20. Harry, B., & Klingner, J. (2006). Why are so many minority students in special education? Understanding race and disability in schools. New York: Teachers College Press.
21. Hein, N. P. (1999). Mexican American parent involvement in schools. Unpublished doctoral dissertation, University of California, Riverside.
22. Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory.
23. Jordan, C., Orozco, E., & Averett, A. (2001). Emerging issues in school, family, & community connections. Austin, TX: National Center for Family & Community Connections with Schools.
24. Knotek, S. (2003). Bias in problem solving and the social process of student study teams: A qualitative investigation. Journal of Special Education, 37(1), 2-14.
25. Lareau, A., & Horvat, E. M. (1999). Moments of social inclusion and exclusion: Race, class, and cultural capital in family-school relationships. Sociology of Education, 72, 37-53.
26. Lynch, E. W., & Hanson, M. J. (2004). Developing cross-cultural competence: A framework for working with children and their families (3rd ed.). Baltimore: Brookes.
27. Nieto, S., & Bode, P. (2008). Affirming diversity: The sociopolitical context of multi-cultural education (5th ed.). Boston: Pearson Education, Inc.
28. Nunez, R. (1994). Schools, parents, and empowerment: An ethnographic study of Mexican-origin parents' participation in their children's schools. Unpublished doctoral dissertation, San Diego State University/Claremont Graduate School.
29. Olivos, E. M. (2003). Dialectical tensions, contradictions, and resistance: A study of the relationship between Latino parents and the public school system within a social-economic "structure of dominance." Unpublished doctoral dissertation, San Diego State University/Claremont Graduate School.
30. Olivos, E. M. (2004). Tensions, contradictions and resistance: An activist's reflection of the struggles of Latino parents in the public school system. The High School Journal: Cicana/o Activism in Education: Theories and Pedagogies of Trans/formation, 87, 25-35.
31. Olivos, E. M. (2006). The power of parents: A critical perspective of bicultural parent involvement in the public school. New York: Peter Lang.
32. Ramirez, A. Y. F. (2003). Dismay and disappointment: Parental involvement of Latino immigrant parents. The Urban Review, 35, 93-110.
33. Rueda, R., Monzo, L., Shapiro, J., Gomez, J., & Blacher, J. (2005). Cultural models of transition: Latina mothers of young adults with developmental disabilities. Exceptional Children, 71, 701-414.
34. Sameroff, A. J., & Feil, L. (1983). Parental concepts of development. In I. Sigel (Ed.), Parent belief systems: The psychological consequences for children (pp. 83-104). Hillsdale, NJ: Erlbaum.
35. Sameroff, A. J., & Fiese, B. H. (2003). Transactional regulation: The developmental ecology of early intervention. In J. P. Schonkoff & S. J. Meisels (Eds.), Handbook of early childhood intervention (2nd ed., pp. 135-159). New York: Cambridge University Press.
36. Serrano, A. M. (2000). Formal & Informal Resources Among Portuguese Families with Children with Disabilities. Unpublished doctoral dissertation, University of Minho, Braga, Portugal.
37. Shannon, S. (1996). Minority parental involvement: A Mexican mother's experience and a teacher's interpretation. Education and Urban Society, 29, 71-84.
38. Smiley, A. D. (2006). Power, families of color, and special education: A qualitative examination of discourse between families and professionals in urban settings. Unpublished doctoral dissertation, Indiana University, Bloomington.
39. Sontag, J. C., & Schact, R. (1994). An ethnic comparison of parent participation and information needs in early intervention. Exceptional Children, 60, 422-433.
40. Turnbull, A., & Turnbull, R. (2001). Families, professionals, and exceptionality: Col-laboration for empowerment (4th ed.). Upper Saddle River, NJ: Merrill/Prentice-Hall.
41. U.S. Department of Education. (2003). Characteristics of the 100 largest public elementary and secondary school districts in the United States 2001-02. Washington, DC: Institute of Educational Sciences, National Center for Education Statistics (NCEA).
42. Zionts, L. T., Zionts, P., Harrision, S., & Bellinger, O. (2003). Urban African American families' perceptions of cultural sensitivity within the special education system. Focus on Autism and Other Developmental Disabilities, 18(1), 41-50.