Navigating Disability and Related Services: Stories of Immigrant Families

Autor/inn/en	Cummings, Katrina P.; Hardin, Belinda J.
Titel	Navigating Disability and Related Services: Stories of Immigrant Families
Quelle	In: Early Child Development and Care, 187 (2017) 1, S.115-127 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1152962
Schlagwörter	Disabilities; Parent Attitudes; Special Education; Immigrants; Children; Cultural Differences; Cultural Influences; Language Usage; Barriers; Phenomenology; Foreign Countries; Individual Characteristics; Refugees; Interviews; Experience; Burma; Mexico; Peru; Vietnam; United States + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Elternverhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; Immigrant; Immigrantin; Immigranten; Child; Kind; Kinder; Kultureller Unterschied; Cultural influence; Kultureinfluss; Sprachgebrauch; Phenomenological psychology; Phänomenologie; Psychologie; Ausland; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Flüchtling; Interviewing; Interviewtechnik; Erfahrung; Mexiko; USA
Abstract	Cultural beliefs, values, language differences, and unfamiliar educational infrastructures and practices can impact immigrant parents' capacity to support their children with disabilities in their new country. This study presents perspectives of disability and experiences with special education services based on interviews with eight immigrant parents of children with disabilities from four countries. Results indicate that the process for accepting, or not accepting, that their child has a disability differed across cultural contexts. Additionally, immigrant parents encounter diverse labelling practices and have varying levels of participation in special education services. Moreover, immigrant families who are refugees have differential access to services and a more limited cultural perspective of their heritage country than families who came to the USA directly from their heritage country. These results can assist professionals in rethinking policies and practices to more effectively establish partnerships with culturally and linguistically diverse families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01