Engaging Parents or Guardians in Meeting the Needs of English Learners with Disabilities

Autor/inn/en	Thurlow, Martha L.; Liu, Kristin K.; Mentan, Charity Funfe Tatah
Titel	Engaging Parents or Guardians in Meeting the Needs of English Learners with Disabilities
Quelle	In: New Waves-Educational Research and Development Journal, 25 (2022) 1, S.47-64 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	English Language Learners; Students with Disabilities; General Education; Special Education; Barriers; Student Needs; Parents; Disability Identification; Parent Teacher Cooperation; Partnerships in Education + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Allgemein bildendes Schulwesen; Allgemeinbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Eltern; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Hochschulpartnerschaft
Abstract	Although considerable research has focused on engaging parents or guardians in education, little research has addressed engaging parents or guardians to meet the needs of English learners (ELs) with disabilities in the United States. In this article, we summarize literature from general education, special education, and EL education to provide strategies for engaging parents or guardians to meet the needs of ELs with disabilities. We discuss the characteristics of ELs with disabilities and their parents, identify barriers to engaging parents of ELs with disabilities, and suggest strategies to help educators and strategies to help parents work toward increased parent engagement. (As Provided).
Anmerkungen	Chinese American Educational Research and Development Association. e-mail: info@caerda.org; Web site: https://www.viethconsulting.com/members/publication/new_waves_home.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01