Chapter 11: Special Education for Students From Culturally and Linguistically Diverse Backgrounds: Involving Families

Scholars generally agree that parents should be involved in their children’s education. They also agree that teachers and administrators view parental involvement as a goal in making their decisions. Nevertheless, families from culturally and/or linguistically diverse (CLD) backgrounds face numerous challenges as they try to get involved. These include inflexible work obligations and a pervasive sense that educators do not value their involvement. Language and cultural barriers are also common because the United States education workforce is disproportionately White and monolingual English speakers. This chapter addresses issues relating to collaborating with CLD families who have children receiving special education services. In addition, it explains how educators can improve their interactions with CLD parents.