NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ931332
Record Type: Journal
Publication Date: 2011-Aug
Pages: 11
Abstractor: As Provided
Reference Count: 76
ISSN: ISSN-0271-1214
Language Interpretation, Parent Participation, and Young Children with Disabilities
Cheatham, Gregory A.
Topics in Early Childhood Special Education, v31 n2 p78-88 Aug 2011
Spoken parent-educator interactions through language interpreters for parents who do not speak English can challenge early intervention/early childhood special education professionals. Research suggests that language interpretation is often inadequate to ensure that the parental participation, informed parental consent, and interpretation mandates of IDEA (P.L. 108-446) Parts B and C are met. Examples from several contexts are presented to illustrate communication disconnects between early educators and parents. Subsequently, a discussion of quality language interpretation in early intervention/ early childhood special education is presented followed by program and policy recommendations.
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 - Descriptive
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