Document Type
Article
Publication Date
2005
Keywords
special education, cultural reciprocity, Culture, Values, Disability, Charter Schools
Abstract
The issue of segregation of students with disabilities across cultural groups
is a function of cultural values demonstrated by charter schools and the
resulting dissonance between these values and those demonstrated by
families. Lack of understanding about school culture and diverse family
value systems can lead to varying family responses to the school culture,
including assimilation, integration, separation, and marginalization.
Assuming a posture of cultural reciprocity is suggested as a means for education professionals in charter schools to more effectively understand families of children with disabilities. This four-step process includes (a) identifying the education professional’s interpretation of family and child
needs; (b) determining the degree to which the family values these assumptions and how the family’s perceptions may be different; (c) acknowledging and respecting differences identified, and explaining the basis for professional assumptions; and (d) determining how to adapt professional interpretations or recommendations to the family’s value system.
Recommended Citation
Parette, Howard P., "Restrictiveness and race in special education: The issue of cultural reciprocity" (2005). Faculty Publications - College of Education. 4.
https://ir.library.illinoisstate.edu/fped/4
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Special Education and Teaching Commons
Comments
Originally published in Learning Disabilities: A Contemporary Journal (Volume 3, Issue 1)