Collaborating with Cultural and Linguistically Diverse Families of Students in Rural Schools who Receive Special Education Services

Abstract

The changes in demographics in the United States are creating challenges in today's schools as more children from culturally and linguistically diverse (CLD) backgrounds are identified with disabilities and live in rural areas. Collaboration with families is a foundation for the success of all CLD students with disabilities (Harry, 2008). This collaboration, however, can be difficult in rural schools due to historical challenges (e.g., distrust of school personnel and the special education process) and practical challenges (e.g., language differences, geographic isolation and lack of transportation). Understanding cultural issues, providing frequent informal encounters and formal meetings, and maintaining open communication can help teachers build trusting relationships with families. The development of family support systems, including cultural liaisons and parent-to-parent partnerships, can empower CLD families in rural areas and help them become comfortable with the special education process. When teachers focus on building relationships and empowering families in the school process, CLD families will have the opportunity to play a meaningful role in the appropriate education of their children.