ERIC Number: EJ1019895
Record Type: Journal
Publication Date: 2013-Nov
Abstractor: As Provided
Language Interpretation for Diverse Families: Considerations for Special Education Teachers
More, Cori M.; Hart, Juliet E.; Cheatham, Gregory A.
Intervention in School and Clinic, v49 n2 p113-120 Nov 2013
The special education field is challenged by a lack of attention to and recruitment of well-trained language interpreters in schools. As such, special education teachers need to take a leadership role in working with interpreters to ensure diverse families are collaborative members of individualized education program (IEP) teams. Using the framework of collaborative family school partnerships, this article describes practical strategies for special educators when working with interpreters during IEP meetings with families. Taking a proactive role when working with interpreters can help improve the quality of service delivery for diverse students with disabilities and their families.
Descriptors: Special Education Teachers, Ethnic Diversity, Student Diversity, Teacher Role, Teamwork, Individualized Education Programs, Family School Relationship, Translation, Disabilities, English (Second Language), English Language Learners, Parent Teacher Cooperation, Access to Information
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
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