Rowman & Littlefield Publishers
Pages: 144
Trim: 6¼ x 9¼
978-1-4758-4145-9 • Hardback • October 2018 • $62.00 • (£48.00)
978-1-4758-4146-6 • Paperback • October 2018 • $32.00 • (£25.00)
978-1-4758-4147-3 • eBook • October 2018 • $30.00 • (£25.00)
Karrin Lukacs is an award-winning Associate Professor of Curriculum and Instruction at Shenandoah University in Winchester, Virginia. Her research interests include teacher change agency, online learning, and stay-at-home mothers who want to become teachers.
Sherry L. Steeley is an Associate Teaching Professor at Georgetown University who works in ESL/EFL teacher education and international teacher education programs. Her research interests focus on teacher agency and identity, cultural transitions and school climate, and other issues related to equity and effectiveness in education.
Acknowledgments
Introduction
Chapter 1: The Principal’s Voice
Chapter 2: The General Education Teacher’s Voice
Chapter 3: The Special Education Teacher’s Voice
Chapter 4: The ESOL Teacher’s Voice
Chapter 5: The Advocate’s Voice
Chapter 6: The Disability Rights Attorney Voice
Chapter 7: The Parent’s Voice
Chapter 8: The Translator’s Voice
Chapter 9: The School Psychologist’s Voice
Chapter 10: The Specialist’s Voice
Chapter 11: The Transition Services Specialist’s Voice
Chapter 12: The Guidance Counselor’s Voice
Conclusion
Appendix: Commonly Used Acronyms
References
About the Authors
This book serves as a critical resource in highlighting the “invisible cultural barriers” that often shape IEP meetings with culturally and linguistically diverse (CLD) families. The book uses interviews with CLD parents and a range of educational stakeholders to excavate the conflicts and challenges inherent in these situations. The book’s chapters are organized around portraits of twelve educational professionals involved in this process. The themes and dilemmas presented in these chapters make this book essential reading for all those interested in better serving the needs of CLD parents and their children.
— Margaret Smith Crocco, Professor and Chair, Department of Teacher Education
Special educators, teachers, administrators and parents who read this book will learn what it takes to make special education work for culturally and linguistically diverse students, and they will learn it through carefully presented perspectives of 12 different people who might be involved in the special education process. This unique volume bridges the gaps between families and schools, classroom teachers and advocates, and administration and faculty. It rings true to my experience as a high school administrator striving to help special education students. I wish I had this book at the point in my career when I most needed it.
— S. David Brazer, PhD, Brazer Education Consulting LLC
This book provides a much needed perspective on the challenging issue of dually identified students, i.e. those students from culturally and linguistically diverse backgrounds who also have diagnosed and undiagnosed special needs. I found their focus on individual points of view and their use of extensive interviews with parents and school personnel to be especially refreshing and enlightening. Lukacs and Steeley provide practical, experience based suggestions and clear guidelines for school improvement in this critical area.— Catherine Collier, director, CrossCultural Developmental Education Services
The authors have successfully and uniquely met their goal to raise awareness and inform meaningful dialogue about serving CLD students who are receiving special education services. Using the metaphor of the IEP meeting table and the multivocal “voices” of the IEP team, the authors uncover the “big picture” of the systemic, structural, cultural, and interpersonal dynamics of making decisions about the education journey and success of CLD students with disabilities. This is a timely and much needed book that I encourage all those who share the responsibility of developing appropriate and responsive IEPs to read.— Audrey Sorrells, associate dean of students, associate professor, equity and diversity in special education, co-author of "Critical Issues in Special Education" and "Exceptional Learners in Diverse Society: An Introduction to Special Education"