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ERIC Number: EJ1188158
Record Type: Journal
Publication Date: 2018-Sep
Pages: 7
Abstractor: As Provided
ISSN: ISSN-1053-4512
Immigrant, Bilingual Parents of Students with Disabilities: Positive Perceptions and Supportive Dialogue
Cheatham, Gregory A.; Lim-Mullins, Sumin
Intervention in School and Clinic, v54 n1 p40-46 Sep 2018
Parent-professional partnerships are essential for meaningful and effective inclusion of students with disabilities. Research indicates that partnerships with immigrant, bilingual parents can be challenging due in part to unrecognized parent skills and educators' own everyday uses of English that can marginalize parents during individualized education program (IEP) meetings. However, teachers can reflect on and improve their assumptions about parents' as well as use supportive dialogue during IEP meetings to support inclusion for students with disabilities who are learning English.
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:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act
Grant or Contract Numbers: N/A