ERIC Number: ED463116
Record Type: RIE
Publication Date: 2002-Mar
Reference Count: N/A
Partnering with Latino Migrant Families of Children with Disabilities: A Challenge, a Mission.
Parental involvement among Latino migrant families is hindered by their unique lifestyle. Teachers should develop strategies that facilitate their partnership with migrant parents. Teachers must become aware of their own personal beliefs and biases and of the migrant family lifestyle and its challenges, which are compounded when a child has disabilities. Appropriate information must be provided in the families' native language to enhance their opportunity to navigate and participate in the educational system while eliminating feelings of intimidation. This is especially important for parents of children with disabilities as they must be involved in the decision-making process for their child's appropriate educational placement and program planning. Since migrant workers work long hours and often lack transportation, their participation in school activities can be facilitated by scheduling activities on evenings and weekends, providing childcare and transportation, promoting home visits, and celebrating school activities within the migrant community. Teachers can ease the feelings of isolation experienced by migrant families by acting as a liaison between families and community resources; working with agricultural industries to enhance families' knowledge of their new environment; providing social skills education in class; incorporating migrant students' cultures, values, and experiences into the curriculum; and observing the migrant community's festivities and historical events. Migrant families' high mobility rate can be addressed by developing a welcoming unit to facilitate student integration into the group and by keeping an academic portfolio. (Contains 12 references.) (TD)
Publication Type: Guides - Non-Classroom; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: No Child Left Behind: The Vital Role of Rural Schools. Annual National Conference Proceedings of the American Council on Rural Special Education (ACRES) (22nd, Reno, NV, March 7-9, 2002); see RC 023 405.