Term
Summer 2019
Capstone
Capstone Project
Degree Name
MAESL
Facilitator(s)
Laura Halldin
Content Expert
Laurie Erickson
Abstract
This capstone seeks to address the barriers that Culturally and Linguistically Diverse (CLD) families face when navigating the Special Education system; and best practices for overcoming those barriers. Research finds that when educators and CLD families can work together, students who are being referred to Special Education will have their needs better met. In order for this collaboration to take place however, educators must practice cultural humility as means of gaining trust from CLD families. The findings of this research also highlight the many misconceptions around Special Education that CLD families may possess. These misconceptions often lead to a negative perception of Special Education and denial of services. Research indicates that in order for CLD families to participate in the conversations regarding their child before and throughout the Special Education process, they must have an understanding of common Special Education practices in the United States. This capstone resulted in a brochure for CLD families beginning the Special Education process. It navigates them through the general process with an easy to follow flow-chart, a glossary of commonly used terms, and typical interventions and supports for varying needs. The brochure has been translated into Spanish and Somali, the largest second languages spoken throughout the district.
Keywords
ESL/ ELLs
Recommended Citation
Zanabria, Julia, "Barriers That Impede the Progress of CLD Families Entering and Navigating the Special Education System" (2019). School of Education and Leadership Student Capstone Projects. 368.
https://digitalcommons.hamline.edu/hse_cp/368
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects