Partnering With the Families of Young Children With Disabilities

• In Event: Early Education of Bilingual Children: At the Intersection of Language, Learning, and Disability

Abstract

In this paper we will discuss a sociocultural perspective as a useful framework to understand the unique contexts in which young bilingual learners with special needs live and develop. Families organize their children’s lives around their cultural beliefs about child-rearing and their everyday routines and practices. Beliefs about language learning and disability are also critical when raising young bilingual learners with disabilities. In order for early childhood educators to implement a strength-based family-centered approach when working with bilingual families, it is crucial to understand the sociocultural context, including the historical, sociopolitical, and economic forces that impact diverse families’ lives and ultimately, the decisions they make as family members of young bilingual learners with disabilities.
Families are ultimately the decision makers in identifying the educational services and plans to support their children’s overall development. Throughout their children’s schooling, the families will play a key role in identifying best classroom practices and services for their often-vulnerable children. Developing authentic reciprocal relationships with the families of bilingual young children with disabilities can lead to greater insight into the decisions made by the families and reduces misunderstandings between educators and families.

Authors

• Cristina Gillanders, University of Colorado - Denver

• Sylvia Sanchez, George Mason University