We are at a critical time in education. Too often the dominant voices represent a small portion of the population, where those who have been historically marginalized and minoritized are silenced. Utilizing first-hand accounts of parent and caregiver experiences as they navigate the often complicated process of Special Education services for their children, this book contributes to the small but significant body of work that centers the voices of parents and caregivers of students with IEPs. Few recent works provide adequate space for the narratives of families to take center stage. Partnering with Culturally and Linguistically Diverse Families in Special Education is a collaborative work with families that includes the author’s personal reflection at the end of each narrative, as well as guiding questions to continue the conversation, either as a sole reader or with a cohort.
This book is geared towards both pre- and in-service educators and administrators who are seeking to deepen their understanding of parent perspective and how they can tailor their practices to ensure a more inclusive and inviting environment where culturally and linguistically diverse families are seen and valued in school settings. In addition, professors and instructors in teacher credentialing programs may use this book as a supplement in classes that focus on multicultural education, family and community partnerships, or IEP regulations and compliance.
It is the author’s intention to present the possibilities that arise when incorporating the histories of diverse families into decision making procedures. There is a tremendous amount of cultural wealth that our families and students bring to classrooms every day. This is just one snapshot on that journey towards building culturally sustaining relationships with each and every family an educator encounters.
Kristin Vogel-Campbell, Ed.D. (she/her/hers) has twenty years of experience in Special Education in a variety of roles. She began her career as a Special Education aide at the Chinatown Head Start in New York City and has taught in a variety of settings in California with students aged 5–14. She has served as a district level Program Specialist, Director of Special Education, and is currently a Coordinator of Special Education for the San Mateo Foster City School District in Northern California. This is her first book.
Chapter 1: Introduction
Chapter 2: Literature Review
Chapter 3: Theoretical Frameworks
Part II: Parent Narratives
Chapter 4: Emily, Eiko & James, and Leticia
Chapter 5: Roger, Gloria & Tony, and Tomas
Chapter 6: Lisa and Vanessa
Chapter 7: Judi, Aida, and Rachel
Chapter 8: Possibilities
Appendix A: Methodology
Appendix B: Acronym Glossary
Appendix C: Parent Dialogue Protocol
About the Author
As a special education professional who does not necessarily share the cultural background of many of the students served in special education, I can greatly appreciate the information provided in this book. It is absolutely crucial to understand the experiences that all families bring to the IEP meeting table, and this book helps to provide a bit of reference to help special educators better understand and relate to the families from a variety of backgrounds and experiences. I found the parent narratives particularly enlightening, as they provided a first-hand look at the experiences of various families. This is a book that could be used for pre-service teachers as well as those in-service.
In addition to providing relevant information for today’s inclusive environments, it is well written and grounded in solid research.
This practical and useful book provides educators and those interested in more democratic and equitable special education service delivery teams with the concrete tools needed to change systems of inequity. The author combines culturally situated and responsive framings with thoughtful reflection questions, strategies, and considerations for creating more just and equitable systems for students with disabilities. It will be useful to an array of professionals and advocates across the educational system.
A compelling and lyrical account of the experiences of parents and caregivers advocating for the needs of their children within the world of special education. Interviews with eleven families give insight into personal stories deep with love, and they showcase a broad range of services available for children while never losing sight of what makes the families unique. Kristin Vogel-Campbell’s knowledge of the system as a classroom teacher, program specialist, and administrator, strengthens this work and its practical applications. It is impossible not to have the families in sight as you read, and their narratives are supported with reflective questions, suggestions, and opportunities for professional growth. A must-read for pre-service and in-service teachers as well as anyone with a stake in children’s education.
Kristin Vogel-Campbell offers the field of teacher education a wake-up call into the realities of families often on the outskirts of critical special education processes—the Individualized Education Program. Through 11 distinct narratives, informed by a qualitative inquiry, Vogel-Campbell eloquently describes the lived experiences of parents with intersecting identities as they navigate securing services and resources for their children in a school system not designed with them in mind. She challenges readers to examine the current trends and offers possibilities emphasizing the various forms of community cultural wealth families bring to school.
Partnering with Culturally and Linguistically Diverse Families in Special Education offers a unique opportunity to engage with families and caregivers who sit at the intersections of cultural and linguistic diversity, an often overlooked community in special education. The author presents a framework that combines cultural humility with disability studies to better support these families within the current and traditional special education system. Rooted in social justice, the works presented here aim to change the narrative in who is valued and centered in special education. Dr. Vogel-Campbell's research has the potential to create systemic change in special education.
This is an excellent resource for any educator who wants to understand how to break down the barriers that stand in the way of our marginalized, culturally diverse learners.
This book is just what is needed to continue moving the needle toward greater equity and removing barriers toward the full understanding and participation of families from culturally and linguistically diverse backgrounds in the IEP process. Parent narratives provide authentic examples to help special educators grasp the reality of families’ experiences. Vogel-Campbell helps special educators, who may not be from the same background as their students, to not only understand their students’ and their families’ experiences, but to identify ways to create greater parity between schools and families to improve equity and parent understanding of the process and provide for full participation of all IEP team members. I expect this book will make a tremendous difference toward improving home–school relationships for those who read it.