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.
|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|
|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|
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