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ERIC Number: ED436881
Record Type: Non-Journal
Publication Date: 1999-Oct
Pages: 21
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Keys to Access: Encouraging the Use of Mediation by Families from Diverse Backgrounds.
Engiles, Anita; Fromme, Cathy; LeResche, Diane; Moses, Philip
This document is intended to provide educators with guidance and strategies to increase the participation of families from diverse backgrounds in mediation programs to settle differences about educational programs for children with disabilities. Introductory information discusses what mediation is, who mediators are, a typical mediation process, and the relationship of education to culture. The document then presents 52 specific strategies organized into four categories: (1) policies and systems (e.g., adopt a policy that mediation services must be sensitive to cultural, linguistic and class differences); (2) education and outreach (e.g., involve families, parent training centers and advocacy groups in the development and distribution of education and outreach materials); (3) mediation procedures and processes (e.g., give preference to multilingual and culturally competent intake coordinators); and (4) mediators and practitioners (e.g., ensure that mediators and educators are aware that some individuals and families do not welcome the involvement of government or other agencies in personal or family affairs). The paper concludes that use of these strategies demonstrates a commitment to equal access, mutual respect, and basic human rights. An annotated list of organizational resources and recommended reading is attached. An appendix presents the regulatory provision for mediation under IDEA '97 (Individuals with Disabilities Education Act Amendments 1997). (DB)
Direction Service, P.O. Box 51360, Eugene, OR 97405-0906. Tel: 541-686-5060; Fax: 541-686-5063; e-mail: cadre@directionservice.org; Web site: .
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Consortium for Appropriate Dispute Resolution in Special Education (CADRE), Eugene, OR.
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act Amendments 1997