Building Cultural Reciprocity with Families: Case Studies in Special Education
| Author (s) |
Harry, B., Kalyanpur, M. & Day, M. |
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| Year of Publication |
1999 |
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| Publication Type |
book |
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| Name of Periodical |
Building Cultural Reciprocity with Families: Case Studies in Special Education |
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| Editors |
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| Publisher &
Address |
Paul H. Brookes Publishing Co.
P.O. Box 10624
Balitimore, Maryland 21285-0624
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| Available From |
Publisher |
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| URL |
http://www.brookespublishing.com |
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| Suggested Audience |
- Educators
- Administrators
- Parents
- Teacher trainers
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| Descriptors |
- Minority groups/students
- Race relations
- Family life
- Family support policy
- Parent attitudes
- Parent participation
- Parent narratives
- Special education
- Special education policy
- Case studies
- Diversity
- Organizational climate
- Pre-service teacher training
- Teacher CPD/inservice
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Content Abstract
(Introduction by authors)This book presents eight case studies that are unique in one particular sense: The stories are personalized in a way that is not usually done in research-based reports. We wanted to offer a collection of case studies that would truly come alive rather than maintain the appearance of anonymity, which is usually used to protect confidentiality. Of the 10 families who participated in the research from which these studies emerged, we gained the permission of 8 to publish their stories; of those 8, 6 agreed to use their real names. One of the families who preferred to use a pseudonym described themselves as a ”very private” family, and, although they were happy to have their child’s story shared for the purpose of instruction, they considered the use of their real names too intrusive. The other family did not want their daughter’s history of disability services to be made public because she has improved so much that she is now a general education student.
We believe that this range of perspectives illustrated well one of the main points of this book: Families differ on many dimensions, and it is the job of service providers and researchers to respect those differences. An interesting point to note regarding the issue of privacy is that privacy itself is a cultural value that may be more or less important to individual families. For example, for some people, rather than seeming an intrusion, the opportunity to tell their story is an empowering experience.
Our use of real names, however, stops at the families. We have used pseudonyms for all school district and community personnel and for any part-time employees of the project, such as students and job coaches. Names of locations, schools, and agencies also are fictitious.
Methodological Notes
Additional Comments
(From back cover of book) With this text, educators and professionals will be more prepared to meet the needs of every student while respecting individual beliefs, even when these beliefs conflict with the culture of special education. And they will be able to give parents a deeper understanding of this culture of special education, empowering them to make informed decisions about their children’s future.
Reviews and Commentary by the Field
