ERIC Number: EJ931332
Record Type: Journal
Publication Date: 2011-Aug
Abstractor: As Provided
Reference Count: 76
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.
Descriptors: Early Intervention, Parent Participation, Disabilities, Young Children, English, Special Education, Parent Teacher Cooperation, Early Childhood Education, Translation, Family Involvement, Federal Legislation, Partnerships in Education, Cultural Differences, Individualized Education Programs, Evaluation
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: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act