Crossing Borders: Beginning Special Educators' Partnerships With Families of English Language Learners

• In Event: Constructing a Respectful Relationship With ELLs: Colaboración, Éxito, y Posibilidades

Abstract

Utilizing Mapp and Kuttner’s (2013) dual capacity framework for family-school partnership, this study presents findings from ethnographic interviews with four beginning special educators about their capacity to develop effective partnerships with parents of students who are classified as English Language Learners (ELLs). Findings indicate that special education teachers had strengths-based beliefs about families of students who were classified as ELLs and teachers had experienced the value of working with families to support students’ success. Teachers accessed a range of knowledge, experiences, networks and tools to build relationships with families. They lacked a clear conceptual framework for culture to navigate the complexities of culture, language, and (dis) ability with their students and families.

Authors

• Rebekka S Olsen, University of Wisconsin - Madison

• Katherine Roberts, University of Wisconsin - Madison