We are at a critical time in education. Too often the dominant voices represent a small portion of the population, where those who have been historically marginalized and minoritized are silenced. Utilizing first-hand accounts of parent and caregiver experiences as they navigate the often complicated process of Special Education services for their children, this book contributes to the small but significant body of work that centers the voices of parents and caregivers of students with IEPs. Few recent works provide adequate space for the narratives of families to take center stage. Partnering with Culturally and Linguistically Diverse Families in Special Education is a collaborative work with families that includes the author's personal reflection at the end of each narrative, as well as guiding questions to continue the conversation, either as a sole reader or with a cohort. This book is geared towards both pre- and in-service educators and administrators who are seeking to deepen their understanding of parent perspective and how they can tailor their practices to ensure a more inclusive and inviting environment where culturally and linguistically diverse families are seen and valued in school settings. In addition, professors and instructors in teacher credentialing programs may use this book as a supplement in classes that focus on multicultural education, family and community partnerships, or IEP regulations and compliance. It is the author's intention to present the possibilities that arise when incorporating the histories of diverse families into decision making procedures. There is a tremendous amount of cultural wealth that our families and students bring to classrooms every day. This is just one snapshot on that journey towards building culturally sustaining relationships with each and every family an educator encounters.
Kristin Vogel-Campbell, Ed.D. (she/her/hers) has twenty years of experience in Special Education in a variety of roles. She began her career as a Special Education aide at the Chinatown Head Start in New York City and has taught in a variety of settings in California with students aged 5-14. She has served as a district level Program Specialist, Director of Special Education, and is currently a Coordinator of Special Education for the San Mateo Foster City School District in Northern California. This is her first book.
Part I Chapter 1: Introduction Chapter 2: Literature Review Chapter 3: Theoretical Frameworks Part II: Parent Narratives Chapter 4: Emily, Eiko & James, and Leticia Chapter 5: Roger, Gloria & Tony, and Tomas Chapter 6: Lisa and Vanessa Chapter 7: Judi, Aida, and Rachel Chapter 8: Possibilities Appendix A: Methodology Appendix B: Acronym Glossary Appendix C: Parent Dialogue Protocol References Index About the Author
