Special Education for Students From Culturally and Linguistically Diverse Backgrounds: Involving Families

Festus E. Obiakor; Jeffrey P. Bakken; Christopher J. Cormier

doi:10.1108/978-1-83608-222-4

Special Education for Students From Culturally and Linguistically Diverse Backgrounds: Involving Families

Festus E. Obiakor
, Jeffrey P. Bakken
, Christopher J. Cormier

Research output: Contribution to journal › Article › peer-review

Abstract

Scholars generally agree that parents should be involved in their children’s education. They also agree that teachers and administrators view parental involvement as a goal in making their decisions. Nevertheless, families from culturally and/or linguistically diverse (CLD) backgrounds face numerous challenges as they try to get involved. These include inflexible work obligations and a pervasive sense that educators do not value their involvement. Language and cultural barriers are also common because the United States education workforce is disproportionately White and monolingual English speakers. This chapter addresses issues relating to collaborating with CLD families who have children receiving special education services. In addition, it explains how educators can improve their interactions with CLD parents.

Original language	English
Journal	Emerald Publishing Limited
Volume	39
DOIs	https://doi.org/10.1108/978-1-83608-222-4
State	Published - 2025
Externally published	Yes

ASJC Scopus Subject Areas

Education
Clinical Psychology

Keywords

CLD
collaborative engagements
Diversity in education
Early childhood education
Education policy
Equality in education
Intellectual disabilities
Learning Disabilities
parental and student success
parental involvement and engagement
Special education

Access to Document

10.1108/978-1-83608-222-4

Cite this

@article{abcb31d7a1054fe082f87ff0d4fb54ed,

title = "Special Education for Students From Culturally and Linguistically Diverse Backgrounds: Involving Families",

abstract = "Scholars generally agree that parents should be involved in their children{\textquoteright}s education. They also agree that teachers and administrators view parental involvement as a goal in making their decisions. Nevertheless, families from culturally and/or linguistically diverse (CLD) backgrounds face numerous challenges as they try to get involved. These include inflexible work obligations and a pervasive sense that educators do not value their involvement. Language and cultural barriers are also common because the United States education workforce is disproportionately White and monolingual English speakers. This chapter addresses issues relating to collaborating with CLD families who have children receiving special education services. In addition, it explains how educators can improve their interactions with CLD parents.",

keywords = "CLD, collaborative engagements, Diversity in education, Early childhood education, Education policy, Equality in education, Intellectual disabilities, Learning Disabilities, parental and student success, parental involvement and engagement, Special education",

author = "Obiakor, \{Festus E.\} and Bakken, \{Jeffrey P.\} and Cormier, \{Christopher J.\}",

year = "2025",

doi = "10.1108/978-1-83608-222-4",

language = "English",

volume = "39",

journal = "Emerald Publishing Limited",

}

TY - JOUR

T1 - Special Education for Students From Culturally and Linguistically Diverse Backgrounds

T2 - Involving Families

AU - Obiakor, Festus E.

AU - Bakken, Jeffrey P.

AU - Cormier, Christopher J.

PY - 2025

Y1 - 2025

N2 - Scholars generally agree that parents should be involved in their children’s education. They also agree that teachers and administrators view parental involvement as a goal in making their decisions. Nevertheless, families from culturally and/or linguistically diverse (CLD) backgrounds face numerous challenges as they try to get involved. These include inflexible work obligations and a pervasive sense that educators do not value their involvement. Language and cultural barriers are also common because the United States education workforce is disproportionately White and monolingual English speakers. This chapter addresses issues relating to collaborating with CLD families who have children receiving special education services. In addition, it explains how educators can improve their interactions with CLD parents.

AB - Scholars generally agree that parents should be involved in their children’s education. They also agree that teachers and administrators view parental involvement as a goal in making their decisions. Nevertheless, families from culturally and/or linguistically diverse (CLD) backgrounds face numerous challenges as they try to get involved. These include inflexible work obligations and a pervasive sense that educators do not value their involvement. Language and cultural barriers are also common because the United States education workforce is disproportionately White and monolingual English speakers. This chapter addresses issues relating to collaborating with CLD families who have children receiving special education services. In addition, it explains how educators can improve their interactions with CLD parents.

KW - CLD

KW - collaborative engagements

KW - Diversity in education

KW - Early childhood education

KW - Education policy

KW - Equality in education

KW - Intellectual disabilities

KW - Learning Disabilities

KW - parental and student success

KW - parental involvement and engagement

KW - Special education

UR - https://www.scopus.com/pages/publications/105024832726

UR - https://www.scopus.com/pages/publications/105024832726#tab=citedBy

U2 - 10.1108/978-1-83608-222-4

DO - 10.1108/978-1-83608-222-4

M3 - Article

AN - SCOPUS:105024832726

VL - 39

JO - Emerald Publishing Limited

JF - Emerald Publishing Limited

ER -

Special Education for Students From Culturally and Linguistically Diverse Backgrounds: Involving Families

Abstract

ASJC Scopus Subject Areas

Keywords

Access to Document

Other files and links

Cite this