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Author: Elia I. Jiménez
Publisher:
ISBN: 9781267020130
Category :
Languages : en
Pages : 125
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Book Description
The idea (Individuals with Disabilities Education Improvement Act) 2004 was designed to ensure that every child with special needs is receiving adequate services. Unfortunately implementation is often problematic. Although the law recognizes the importance of family-professional collaboration in deciding intervention services, cultural differences between families and professionals often prevents parents from actively participating in the decision-making process. This project explored and described the experiences of Latino/a parents of children in the Autism Spectrum Disorder who have participated in their child's Individualized Educational Program (iep) meeting. A semi-structured interview was used to explore their experiences and barriers. Results and recommendations are discussed. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Author: Elia I. Jiménez
Publisher:
ISBN: 9781267020130
Category :
Languages : en
Pages : 125
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Book Description
The idea (Individuals with Disabilities Education Improvement Act) 2004 was designed to ensure that every child with special needs is receiving adequate services. Unfortunately implementation is often problematic. Although the law recognizes the importance of family-professional collaboration in deciding intervention services, cultural differences between families and professionals often prevents parents from actively participating in the decision-making process. This project explored and described the experiences of Latino/a parents of children in the Autism Spectrum Disorder who have participated in their child's Individualized Educational Program (iep) meeting. A semi-structured interview was used to explore their experiences and barriers. Results and recommendations are discussed. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Author: Monica Yepez Tafoya
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 54
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Book Description
The purpose of this research was to explore the experiences and perceptions of Latino parents and their parental involvement with the Ceres Unified School District. This qualitative study explored a total of six participants. All participants' primary language was Spanish, whose children were enrolled in an elementary school in Ceres Unified School District, and were Latinos. Data were collected through conducting face-to-face interviews using open-ended questions in Spanish. The findings revealed that participants felt comfortable participating in their children education due to the fact that the school provides translators when needed. Latino parents also identified barriers for their involvement such as work schedule, transportation, and child care services. It was found in the study that participants identified the need of English classes to learn English to help their children with their homework, transportation, and child care. It is recommended that social workers work together with the Latino community to overcome these barriers. Community organizations and leaders can work together to provide services such as transportation and English classes. A recommendation for future research would be to create a bridge of communication between parents and the school. Parents might gain a clearer understanding of what is expected from them. In addition, future researchers should use a Participatory Action Research approach to involve parents in the design and evaluation of the intervention programs.
Author: Karrin Lukacs
Publisher: Rowman & Littlefield
ISBN: 1475841477
Category : Education
Languages : en
Pages : 145
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Book Description
When a group meets to discuss a student’s Individualized Education Program (IEP), they are called a team, but they rarely understand the perspectives of the people with whom they are sitting at the table. This is especially true when cultural and linguistic diversity is part of the equation. This unique book explores the individual perspectives of IEP meeting participants who work with students who are culturally and linguistically diverse (CLD). Authors interviewed a principal, a general education teacher, a special education teacher, a teacher of English for Speakers of Other Languages (ESOL), an educational advocate, a disability rights attorney, a parent, a translator, a school psychologist, a specialist, a transition services specialist, and a guidance counselor. Their experiences provide critical insight for those seeking to realize the potential of these sometimes marginalized students. Interviews examined the dynamics of home-school communication, IEP meetings, and cross-cultural interactions. The perspectives shared in this book relate to known best practices and also provide practical suggestions for improving the experiences of teams serving the CLD population.
Author: Sylvia Ramirez Reyna
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The purpose of this qualitative interpretive research study was to explore the perceptions and experiences of seven second- and third-generation U.S.-born Latino parents in a high-poverty urban school district in Texas regarding their role in their children0́9s schooling. Specifically, this study was organized to understand what the selected Latino parents perceived as parent involvement, what expectations they had of the school and, conversely, what expectations the school personnel had of them, and finally, what perceptions the parents held about their role in school-parent activities. Though parent involvement is considered to be one of the most important factors in a child0́9s success in school, this study also explored the perceived chasm in the alignment between the school and the home of the U.S.-born Latino family. The interpretative approach and dialogical exchange, through a semi-structured interview process, provided the opportunity to add the voices of second- and third-generation U.S.0́3born Latino parents to the current discourse about parent involvement. All of the participants met a general description as a second- or third-generation U.S.-born Latino, whose primary language is English, whose children have been involved in the identified school system for at least five years and were academically successful, and who the school considered to be uninvolved in the schooling process. The data analysis process involved a methodical process of breaking down the information presented in in-depth interview transcripts, observation, field notes, documents, and participant and researcher texts. By using a focused coding technique, patterns or concepts that best represented the participants0́9 voices surfaced. The codes were reviewed and categories or themes were then developed. The parents0́9 voices also provided information suggesting that the perceived lack of participation in the sanctioned school activities by some U.S.0́3born Latino parents stems from an apparent failure on the part of school personnel to recognize the cultural capital and richness of the culturally diverse household. Specifically, through the theoretical framework of funds of knowledge, the stories of the seven second- and third-generation U.S.-born Latinos noted that Latino families have assets that contribute to the academic success of their children, yet they are often dismissed by school personnel.
Author: Betsy Orozco
Publisher:
ISBN:
Category :
Languages : en
Pages : 46
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Book Description
In California, numerous Hispanic monolingual families with children who qualify for Special Education services experience various types of barriers that prevent meaningful participation in their children's education and IEP development. Barriers include linguistic differences, lack of accurate and accessible information that results in an incomplete understanding of the U.S. education system, poor quality of interpreters, as well as a mismatch between parent culturally-based views of disability and the academically based views of disability by American educators. As a means of identifying any gaps between theory and practice, the researcher specifically observed the experiences of Hispanic monolingual families during the IEP process. The research posits included: (a) Identify how educators can facilitate parental involvement of Hispanic monolingual families in the IEP process; (b) Identify how the existing IEP structures might hinder Hispanic monolingual families' participation in the IEP process and steps educators can take to facilitate such participation; and (c) Examine what Hispanic monolingual families have experienced in the past during the IEP meeting. These questions were addressed and answered through the design and production of a Spanish parent booklet by the author who targeted these specific goals for the support of Hispanic monolingual families. The project Spanish pamphlet describes various aspects of the IEP process, an introduction to special education disability definitions, the summary of parent procedural safeguards, description of the student study team, and education assessment, the IEP team members, the referral process and the evaluation team, and important resources. The development of the project provided needed information and resources to Hispanic parents in their native language.
Author: Concha Delgado Gaitan
Publisher: Corwin Press
ISBN: 148336030X
Category : Education
Languages : en
Pages : 161
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Book Description
"Anyone involved in preservice training for future and present classroom teachers should read this book. Both the content and context of the book are practical, timely, and necessary as our country and classrooms become more diverse." Michele Dean, Principal Montalvo Elementary School, Ventura, CA Raise school attendance, reduce dropout rates, and improve academic performance of Latino students! Often marginalized by poverty, linguistic isolation, or prejudice, Latino students face many academic obstacles. And while research has shown that parental involvement plays a key role in academic achievement, most schools have failed to modify their parent involvement programs to address social and cultural realities of Latino families. Involving Latino Families in Schools provides tools and strategies for including Latino parents in developing sustained academic improvement. Sharing numerous first person success stories, author Concha Delgado Gaitan stresses three conditions of increased parental participation: connecting to families, sharing information with parents, and supporting continued parental involvement. Offering easily applied techniques for cultivating communication, this practical handbook examines Latino families and their educational aspirations for their children The communication systems needed between schools and Latino families How Latino families can assist their children at home Techniques to foster Latino parent involvement How to organize schoolwide parent involvement programs Through suggested activities, case examples, and vignettes, the author provides insights and instruction for planning, designing, and implementing parental participation programs that enhance the classroom curriculum and effectively engage Latino students. Designed primarily for elementary and secondary school principals and teachers, this innovative text is also an indispensable resource for district-level administrators.
Author: Jeanne R. Paratore
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 160
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Book Description
This detailed account explores the effects of parental involvement in a literacy project on their children's academic performance. The authors investigate the ways that parents who participate in an intergenerational literacy project support their children's academic achievement.
Author: Veronica Ferrufino
Publisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 0
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Book Description
Under the Individuals with Disabilities Education Act (IDEA), there has been an increase of students receiving special education services in U.S. public schools in the last 20 years (U.S. Department of Education, 2004). Parents are active participants in the educational decision-making process for their children with disabilities, providing Federal laws procedural safeguards for parents to participate in and make decisions concerning their children’s education. Thus, the purpose of this qualitative phenomenological study was to research the experiences of Spanish-speaking Latina immigrant mothers who have children with disabilities attending public school in California. This study sought to recount the experiences of Spanish-speaking Latina immigrant mothers who attended individualized education plan (IEP) meetings as they interacted with school personnel. With the purpose of answering three main research questions and using a data collection method for a phenomenological study, 12 participants were located through a nonprofit community-based organization and interviewed using eight approved semi-structured interview questions. As a result, 19 themes detailed the Spanish-speaking Latina immigrant mothers’ experiences. The themes identified the participants’ experiences, awareness of, knowledge of, barriers to, and motivation to understand special education and the IEP process. The findings showed ways Spanish-speaking Latina immigrant mothers utilized concepts of self-determination to learn about special education and advocate for their children’s schooling despite the barriers and challenges they faced. It was found that Spanish-speaking Latina immigrant mothers seek education to established programs that educate culturally and linguistically diverse families, and provide necessary resources, and promote independence for their children so they are able to become self-sufficient adults.
Author: Violetta A. Lopez
Publisher:
ISBN:
Category : Children of immigrants
Languages : en
Pages : 110
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Book Description
Communication between parents and school personnel plays a significant role in student achievement. Spanish-speaking parents are rather hesitant to seek assistance from their child's school as cultural and language barriers have created a mindset that they are not supported, understood, or valued. Key stakeholders in education therefore need to acquire a clearer understanding of the Latino culture in a dire effort to better serve Hispanic students in high school and their families. This study examined the perceptions of first-generation Latino parents of high school students while identifying parental needs to improve their child's college readiness upon completion of high school. It also investigated high school graduation rates and student dropout rates across the United States as well as effective and efficient ways in which the school can enhance the provision of school-related resources to their students. There is wide consensus that parental involvement (including home-based involvement, home-school communication, and school-based involvement) is essential for student success. Despite this understanding, there exists a gap in literature regarding the information, resources, and support available to first-generation Latino parents with children in high school. Using a conceptual framework that draws on theories of cultural and social capital, and a qualitative approach that included field notes, focus groups, and interviews, this study investigated the expectations, lived experiences, perceptions, and practices of 29 Latino immigrant parents of high school students in relation to their child's secondary school. The findings of this study, which suggest varying levels of parental involvement, were organized around four themes: aspirations, parental support, school-based knowledge, and student preparation.
Author: David Campos
Publisher: ASCD
ISBN: 1416612726
Category : Education
Languages : en
Pages : 235
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Book Description
Reaching Out to Latino Families of English Language Learners provides teachers with a wealth of tools and strategies for communicating with the parents of Latino English language learners and learning more about their communities.
