Family-School Partnerships Among Culturally and Linguistically Diverse Families of 

Children with Disabilities

​

Meghan M. BURKE, University of Illinois at Urbana-Champaign

Samantha GOLDMAN, Vanderbilt University

 

http://dx.doi.org/10.12796/caise-review.2015V3.002

Abstract

 

Family-school partnerships are essential to student achievement; however, culturally and linguistically diverse (CLD) families encounter several unique barriers occluding them from collaborating with the school. Furthermore, little research focuses on CLD families of children with disabilities. The purpose of this study was to understand family-school partnerships among CLD families. Using a mixed methods approach based upon 146 responses to a national web-based survey, we answered two research questions: (1) How do CLD families of children with disabilities perceive their partnerships with the school? and (2) What advice do CLD families have for professionals about family-school partnerships?  On average, participants reported that their schools “sometimes” engaged in positive family-school partnership practices. Through open-ended responses, participants also offered several ways that teachers can cultivate better partnerships with CLD families of children with disabilities. Suggestions included: building trust, being respectful, having equal partnerships with parents, encouraging open and honest communication, following the Individualized Education Programs (IEP) of their children, having professional skills, appropriately addressing behavior, acknowledging cultural differences, and conducting radical change. Implications for research and practice are discussed.

 

 

Keywords: families, diversity, partnerships, disability

 

 

 

 

​CAISE Review 2015 Volume 3, pp 14 - 29

Special Section: Collaboration between Schools and Families of Children with Disabilities