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Improving School Involvement of Immigrant Parents of Children with Disability. Hyun- Ju Kang, Tida Tubpun , Wittawat Sakoonon RPSE & ELPA UW-Madison. What is parental involvement?. What is disabilities?. Definitions. Parental Involvement. Disability.

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Improving school involvement of immigrant parents of children with disability

Improving School Involvement of Immigrant Parents of Children with Disability

Hyun-Ju Kang, TidaTubpun, WittawatSakoonon

RPSE & ELPA UW-Madison


What is parental involvement
What is parental involvement? Children with Disability


What is disabilities
What is disabilities? Children with Disability


Definitions
Definitions Children with Disability

Parental Involvement

Disability

Any restriction or lack (resulting from an impairment) of ability to perform an activity in the manner of within the range considered normal for a human being (United Nation, 1997).

  • A variety of attributes and responsibilities of parents, as well as activities for parents to participate in children’s education (Rogers, Wiener, Marton, & Tannock, 2009)

  • Attending school meetings, parent-teacher conferences, and school events, as well as volunteering at school (Nero, 2010; Hill and Taylor, 2004)


Why parental involvement
Why Parental Involvement? Children with Disability


So what what is the concern
So what? What is the concern? Children with Disability

  • Why are immigrant parents of children with disabilities rarely seen as active participants in their children’s education?

  • Teachers consider a lack of school involvement of immigrant parents as lack of interests in their children’s education.Is it true?


Discourse in definitions
Discourse in definitions? Children with Disability

Parental involvement

Disabilities

Shame and/or guilt

Family’s face

Punishment from higher power

  • Taking care of their children and sending them to school, as well as listening to teachers’ report about their children’s academic performance and progress

  • Teachers’ roles: teaching their students as well as organizing classroom and curriculum without help from parents


Culture Children with Disability


Individualism vs collectivism
Individualism vs. Collectivism Children with Disability

  • A child is not a single entity – action, decision, desire are for the whole family/clan

  • Losing face for having a child with a label of disability


Authoritative vs partnership
Authoritative vs. Partnership Children with Disability

  • Only the rich or noble families can have education

  • Principles or teachers are government employees

  • Authority in their children’s education

  • Confucianism

  • Their role is to listen at PT conference


Teachers uniform
Teachers’ uniform Children with Disability


Language
Language Children with Disability

  • Limited understanding of English (e.g., academic, formal, law)

  • Concern of the use of translators


A social network
A Social Network Children with Disability

  • A useful method for immigrant parents to be involved in school

  • Sharing cultural values and beliefs to facilitate communication and collaboration

  • Learning school systems and school expectations from other parents and teachers

  • Receiving social and emotional support from experienced parents


Conclusion
Conclusion Children with Disability

  • Apex:   http://www.aspira.org/manuals/aspira-parents-excellence-apex

  • FAST:   http://familiesandschools.org/programs/

  • P2P:      http://www.p2pusa.org/p2pusa/sitepages/p2p-home.aspx

  • PAL:

    www.kckps.org/teach_learn/pdf/group2/t_l4_building.pdf


References
References Children with Disability

  • Brown, M. (2010). A new multicultural population: Creating effective partnership with multiracial families. Intervention in School and Clinic, 45, 124-131.

  • Collingnon, F.F.; Men, M., & Tan, S. (2001). Finding ways in: Community-based perspectives on southeast asian family involvement with schools in a new England state. Journal of Education for Students Placed At Risk, 6 (1&2), 27-44.

  • Colombo, M.W. (2006). Building school partnerships with culturally and linguistically diverse families. Phi Delta Kappan, 88, 314-318.

  • Epstein, J. L. (1986). Parents’ reactions to teacher practices of parental involvement. The elementary School Journal, 86, 277-294.

  • Finders, M., & Lewis, C. (1994). Why some parents don’t come to school. Educational Leadership, 51, 50-54

  • Huntsinger, C.S. & Jose, P.E. (2009). Parental involvementin children’s schooling: Different meanings in different cultures. Early Childhood Research Quarterly, 24, 398-410.

  • Huntsinger, C.S.; Jose, P.E., Larson, S.L.; Krieg D.B.; & Shaligram, C. (2000). Mathematic, vocabulary, and reading development in Chinese American and European American children over the primary school years. Journal of Education Psychology, 92, 745-760.


  • Hill Children with Disability, N. E., & Taylor, L. C. (2004). Parental school involvement and children’s academic achievement. American Psychological Society, 13, 161-164.

  • Nero, C. (2010). Parent involvement and views of school success: The role of parents’ Latino and white American cultural orientations. Psychology in the Schools, 47, 391-405.

  • Park, J., Turnbull, A. P., & Park, H. (2001). Quality of partnerships in service provision for Korean American parents of children with disabilities: A qualitative inquiry. The Association for Persons with Severe Handicaps, 26, 158-170.

  • Rogers, M. A., Wiener, J., Marton, I., & Tannock, R. (2009). Parental involvement in children’s learning: Comparing parents of children with and without Attention-Deficit/Hyperactivity Disorder (ADHD). Journal of School Psychology, 47, 167-185.

  • Ryan, C.S., Casas, J. F., Kelly-Vance, L., Ryalls, B. O., & Nero, C. (2010). Parent involvement and views of school success: The role of parents’ Latino and white American cultural orientations. Psychology in Schools, 47, 391-405.

  • Sheehey, P., Ornelles, C., & Noonan, M. J. (2010). Biculturalization: Developing culturally responsive approaches to family participation. Intervention in School and Clinic, 45, 132-139.

  • Sheldon, S. B. (2002). Parents’ social networks and beliefs as predictors of parent involvement. The Elementary School Journal, 102, 301-316.


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