Rejecting Deficit Narratives to Honor the Community Cultural Wealth of Immigrant Families of Dis/abled Children

• In Event: Cultivating Global Equitable Education Rooted in DisCrit Theory and Praxis

Abstract

In this paper, I explore a key barrier to equitable family-school collaboration in special education: the divergent perspectives between educators and immigrant families of children with dis/abilities about the families themselves. I present findings from a qualitative research study of the special education experiences of immigrant children and families in two elementary schools. Drawing from DisCrit (Annamma et al., 2013), I discuss how immigrant families are placed “outside of the western cultural norms” (p. 11) in ways that perpetuate deficit-oriented stereotypes and fail to honor families’ community cultural wealth. By learning to view immigrant families of children with dis/abilities as they see themselves, educators may be able to promote greater equity in special education.

Author

• Soyoung Park, Bank Street College of Education