東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

"Are We Really Working Together?": Engaging Culturally and Linguistically Diverse Families in Special Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	"Are We Really Working Together?": Engaging Culturally and Linguistically Diverse Families in Special Education./
作者:	Vogel-Campbell, Kristin.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	212 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-04, Section: A.
Contained By:	Dissertations Abstracts International83-04A.
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28767706
ISBN:	9798460425013

"Are We Really Working Together?": Engaging Culturally and Linguistically Diverse Families in Special Education.
Vogel-Campbell, Kristin.

"Are We Really Working Together?": Engaging Culturally and Linguistically Diverse Families in Special Education. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 212 p.

Source: Dissertations Abstracts International, Volume: 83-04, Section: A.

Thesis (Ed.D.)--California State University, East Bay, 2021.

This item must not be sold to any third party vendors.

Existing literature fails to take into account the multiple identities, realities, and intersectionality that Culturally and Linguistically Diverse (CLD) families live when engaging in the Special Education process. School districts often place greater emphasis on compliance and legally mandated paperwork than authentic communication and collaboration with families. This study explores the following questions: What are the experiences of Culturally and Linguistically Diverse (CLD) families navigating Special Education in a public school district? and How can an understanding of CLD families' experiences inform the practices of Special Education teams? Utilizing the dual lens of Yosso's Community Cultural Wealth and Disability Studies in Education, this participatory research centers the narratives of parents whose children receive Special Education services. Four themes emerge in the cross-case analysis of parent dialogues: convenience of educators, schools, and districts; (dis)regard of parent perspectives; the parent as advocate; and a desire for assets-based thinking and collective problem-solving. The limitations and constraints schools and districts subject families to results in diminished opportunities for meaningful participation in the IEP process. In considering parent narratives, educator focus groups advocate a shift towards more authentic partnerships with parents. Parent voice must be the starting point in each interaction among educators and families. The participants in this study call for a paradigm shift. Their narratives illuminate the possibilities that emerge when the assets and knowledge of families are truly valued.

ISBN: 9798460425013Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Community Cultural Wealth

"Are We Really Working Together?": Engaging Culturally and Linguistically Diverse Families in Special Education.
LDR:02976nmm a2200409 4500 001 2343583
005 20220512065844.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798460425013
035 $a (MiAaPQ)AAI28767706
035 $a AAI28767706
040 $a MiAaPQ $c MiAaPQ
100 1 $a Vogel-Campbell, Kristin. $3 3682172
245 1 0 $a "Are We Really Working Together?": Engaging Culturally and Linguistically Diverse Families in Special Education.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 212 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-04, Section: A.
500 $a Advisor: Winkelman, Peg.
502 $a Thesis (Ed.D.)--California State University, East Bay, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Existing literature fails to take into account the multiple identities, realities, and intersectionality that Culturally and Linguistically Diverse (CLD) families live when engaging in the Special Education process. School districts often place greater emphasis on compliance and legally mandated paperwork than authentic communication and collaboration with families. This study explores the following questions: What are the experiences of Culturally and Linguistically Diverse (CLD) families navigating Special Education in a public school district? and How can an understanding of CLD families' experiences inform the practices of Special Education teams? Utilizing the dual lens of Yosso's Community Cultural Wealth and Disability Studies in Education, this participatory research centers the narratives of parents whose children receive Special Education services. Four themes emerge in the cross-case analysis of parent dialogues: convenience of educators, schools, and districts; (dis)regard of parent perspectives; the parent as advocate; and a desire for assets-based thinking and collective problem-solving. The limitations and constraints schools and districts subject families to results in diminished opportunities for meaningful participation in the IEP process. In considering parent narratives, educator focus groups advocate a shift towards more authentic partnerships with parents. Parent voice must be the starting point in each interaction among educators and families. The participants in this study call for a paradigm shift. Their narratives illuminate the possibilities that emerge when the assets and knowledge of families are truly valued.
590 $a School code: 1548.
650 4 $a Special education. $3 516693
650 4 $a Disability studies. $3 543687
650 4 $a Educational leadership. $3 529436
650 4 $a Individual & family studies. $3 2122770
650 4 $a Multicultural education. $3 526718
653 $a Community Cultural Wealth
653 $a Critical Race Theory
653 $a Disability Studies
653 $a Familial engagement
653 $a Parental Engagement
653 $a Special Education
690 $a 0529
690 $a 0201
690 $a 0449
690 $a 0455
690 $a 0628
710 2 $a California State University, East Bay. $b Department of Educational Leadership. $3 3194518
773 0 $t Dissertations Abstracts International $g 83-04A.
790 $a 1548
791 $a Ed.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28767706