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Many voices at the table: Collaborat...

Baker, Diana.

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Many voices at the table: Collaboration between families and teachers of Somali students with autism.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Many voices at the table: Collaboration between families and teachers of Somali students with autism./
作者:	Baker, Diana.
面頁冊數:	204 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
標題:	Education, Special. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3616647
ISBN:	9781303835452

Many voices at the table: Collaboration between families and teachers of Somali students with autism.
Baker, Diana.

Many voices at the table: Collaboration between families and teachers of Somali students with autism. - 204 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ph.D.)--Boston College, 2014.

Family member-educator collaboration is envisioned as the "cornerstone" of the educational decision-making process for students with disabilities (e.g., Harry, 2008; Olivos, Friend & Cook, 2007, Gallagher & Aguilar, 2010). In the case of immigrant and refugee families, however, the ideal of coequal collaboration is often elusive for a variety of reasons (e.g., language barriers, disparate ideas about what familial involvement should be in educational decisions) (e.g., Lo, 2012).

ISBN: 9781303835452Subjects--Topical Terms:

606639
Education, Special.

Many voices at the table: Collaboration between families and teachers of Somali students with autism.
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245 1 0 $a Many voices at the table: Collaboration between families and teachers of Somali students with autism.
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500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: David Scanlon.
502 $a Thesis (Ph.D.)--Boston College, 2014.
520 $a Family member-educator collaboration is envisioned as the "cornerstone" of the educational decision-making process for students with disabilities (e.g., Harry, 2008; Olivos, Friend & Cook, 2007, Gallagher & Aguilar, 2010). In the case of immigrant and refugee families, however, the ideal of coequal collaboration is often elusive for a variety of reasons (e.g., language barriers, disparate ideas about what familial involvement should be in educational decisions) (e.g., Lo, 2012).
520 $a This qualitative multiple case study design (Yin, 2009) relied on interviews with family members and educators as well as observations of IEP meetings to examine the educational decision-making process in the context of Somali-American families of boys with autism. Findings from the present study echo many conclusions of previous research in terms of factors that facilitate (e.g., thoughtfully designed IEP meetings, frequent family-educator communication) and impede (e.g., divergent beliefs about the cause and course of autism, language barriers) family-educator collaboration in special education decision-making.
520 $a The results, meanwhile, extended and challenged other aspects of existing literature. Analysis revealed, for example, the each school has a unique institutional culture whose norms (e.g., norms of parent participation in school activities, from dances and races to PTA meetings and in-class volunteering) can profoundly influence the ways in which family members and educators interact and engage in educational decision-making. In addition, while existing literature emphasizes the importance of cultural sensitivity among special educators (e.g., Harry, 1992; Lo, 2013), the present study suggests that in some cases, over-emphasis on cultural sensitivity can cause educators to be overly deferential and reluctant to actively engage with family members, in turn, leading to diminished or inauthentic communication.
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