NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1176141
Record Type: Journal
Publication Date: 2015
Pages: 22
Abstractor: As Provided
ISSN: EISSN-2153-4799
Understanding Parental Engagement in Hispanic Mothers of Children with Autism Spectrum Disorder: Application of a Process-Model of Cultural Competence
Ijalba, Elizabeth
Journal of Multilingual Education Research, v6 Article 6 p91-110 2015
In this study the LEARN process-model of cultural competence was applied with three Hispanic immigrant mothers of children with autism spectrum disorder (ASD). Two main arguments were investigated:. (a) The influence of cultural beliefs on mothers' engagement in their children's education at home, and (b) The inclusion of mothers' cultural beliefs about disability in education plans for their children. This study was contextualized through a review of the literature on cultural competence and traditional cultural beliefs on understanding disability in many Hispanic immigrant families. Results showed that mothers' parental beliefs about disability influenced how they engaged in their children's education. Their engagement was evident through life participation as opposed to academic involvement. The three mothers in this study ascribed their children's disability to cultural beliefs "(mal de viento [wind sickness], susto [fright]", and "mal de ojo [hurtful gaze])". These cultural beliefs influenced how mothers engaged with their children and actively supported interventions for autism. Findings are discussed within frameworks of cultural competence, use of skilled dialogue, and ethnographic methodologies when working with culturally and linguistically diverse (CLD) families of children with special needs.
New York State Association for Bilingual Education. 726 Broadway 5th Floor, New York, NY 10003. Tel: 718-817-5875; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (New York)
Grant or Contract Numbers: N/A