Dissertation/Thesis Abstract

Perceptions of culturally and linguistically diverse parents of preschool children with speech and language impairments
by Max, Marie Ann, Ed.D., Northern Arizona University, 2012, 181; 3509854
Abstract (Summary)

In the realm of special education, the parents' participation is mandated by IDEA (2004) and programs and schools must provide them the information and opportunities to be involved in the decision-making process and to work with professionals, early childhood special educators, and service providers.

This purpose of this study was to address the need for research employing a qualitative approach to gain insight and improved understanding of the experiences of culturally and linguistically diverse (CLD) parents and their Head Start children with speech and language impairments and how they obtained speech therapy services for them. Three staff members who worked directly with these parents also shared their roles and experiences in these interactions. Interviews were used to hear the voices of the parents and staff.

Two major themes that emerged were the need for acknowledgement and use of the families' cultures and languages in the procedures and provision of services and that parents be fully included in the decision making process of their children's individual education programs. Findings from this study may lead to improved and culturally sensitive special education services for CLD parents and their preschool children.

Indexing (document details)
Advisor: Powell, Pamela J.
Commitee: Fetsco, Thomas, Parsons-Yazzie, Evangeline, Peterson, Patricia
School: Northern Arizona University
Department: Teaching and Learning/Educational Specialities
School Location: United States -- Arizona
Source: DAI-A 73/10(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: English as a Second Language, Early childhood education, Special education
Keywords: Culturally, Diverse, Early childhood, Head Start, Language impairments, Linguistic diversity, Linguistically, Special education, Speech impairments
Publication Number: 3509854
ISBN: 978-1-267-36787-7
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