Advertisement

Cultural Brokering Intervention for Families of Children Receiving Special Education Supports

  • Yali PangEmail author
  • Dana Yarbrough
  • Parthenia Dinora
Chapter
Part of the Advancing Inclusive and Special Education in the Asia-Pacific book series (AISEAP)

Abstract

The intersection of disability and other identities can present significant challenges to culturally diverse families and schools. Cultural brokering is an emerging practice that shows promise for helping parents navigate the special education system. In the past decade, cultural brokering has been increasingly used in healthcare and education as an intervention to provide appropriate and effective services to culturally diverse families. Using an intersectionality theory framework, this chapter highlights a cultural brokering initiative in a statewide parent to parent program to introduce the practice and utility of a cultural brokering intervention for diverse families of children with disabilities. Program evaluation for the project demonstrates that the cultural brokering intervention is effective in engaging parents to build connections and collaborations with schools and other service agencies and to be more confident in navigating educational and healthcare systems.

Keywords

Cultural brokering Community services Special education Family support Disabilities 

References

  1. Aceves TC, Higareda I (2014) Community organizations supporting special education advocacy with diverse families. In: Lo L, Hiat-Michael DB (eds) Promising practices to empower culturally and linguistically diverse families of children with disabilities. Information Age Publishing, INC, Charlotte, pp 95–110Google Scholar
  2. Amatea ES, West-Olatunji CA (2007) Joining the conversation about educating our poorest children: emerging leadership roles for school counselors in high-poverty schools. Prof Sch Couns 11(2):81–89.  https://doi.org/10.1177/2156759X0701100202 CrossRefGoogle Scholar
  3. Azzopardi C, McNeill T (2016) From cultural competence to cultural consciousness: transitioning to a critical approach to working across differences in social work. J Ethn Cult Divers Soc Work 25(4):282–299.  https://doi.org/10.1080/15313204.2016.1206494 CrossRefGoogle Scholar
  4. Brandon RR, Brown MR (2009) African American families in the special education process: increasing their level of involvement. Interv Sch Clin 45(2):85–90.  https://doi.org/10.1177/1053451209340218 CrossRefGoogle Scholar
  5. Brar N (2010) Bridging the gap: educational cultural brokers supporting the mental health of refugee youth (Master’s thesis). Retrieved from ProQuest Dissertations and Theses. (Order No. MR68017)Google Scholar
  6. Brar-Josan N, Yohani SC (2017) Cultural brokers’ role in facilitating informal and formal mental health supports for refugee youth in school and community context: a Canadian case study. Br J Guid Couns. Advance online publication.  https://doi.org/10.1080/03069885.2017.1403010
  7. Burke MM, Goldman S (2015) Family-school partnerships among culturally and linguistically diverse families of children with disabilities. CAISE Rev 3:14–29.  https://doi.org/10.12796/caise-review.2015V3.002 CrossRefGoogle Scholar
  8. Childre A, Chambers CR (2005) Family perceptions of student centered planning and IEP meetings. Educ Train Dev Disabil 40(3):217–233. Retrieved from http://www.jstor.org/stable/23879717 Google Scholar
  9. Cooper CR (2014) Cultural brokers: how immigrant youth in multicultural societies navigate and negotiate their pathways to college identities. Learn Cult Soc Interact 3(2):170–176.  https://doi.org/10.1016/j.lcsi.2013.12.005 CrossRefGoogle Scholar
  10. Crenshaw K (1989) Demarginalizing the intersection of race and sex: a black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. Univ Chic Leg Forum 140:139–167. Retrieved from https://philpapers.org/rec/CREDTI Google Scholar
  11. Dodds R, Yarbrough D, Quick N (2018) Lessons learned: providing peer support to culturally diverse families of children with disabilities or special health care needs. Soc Work. Advance online publication.  https://doi.org/10.1093/sw/swy019
  12. Epstein J (2005) Development and sustaining research-based programs of schools, family, and community partnerships: summary of five years of NNPS research. Johns Hopkins University, BaltimoreGoogle Scholar
  13. Esler AN, Godber Y, Christenson S (2008) Best practices in supporting school-family partnerships. In: Thomas A, Crimes J (eds) Best practices school psychology, 5th edn. National Association of School Psychologists, Bethesda, pp 917–936Google Scholar
  14. Garran AM, Rozas LW (2016) Cultural competence revisited. J Ethn Cult Divers Soc Work 22(2):97–111.  https://doi.org/10.1080/15313204.2013.785337 CrossRefGoogle Scholar
  15. Gentemann KM, Whitehead TL (1983) The cultural broker concept in bicultural education. J Negro Educ 52(2):118–129.  https://doi.org/10.2307/2295029 CrossRefGoogle Scholar
  16. Hasnain R (2010) Brokering the culture gap. Forced Mig Rev 1(35):32–33. Retrieved from http://www.fmreview.org Google Scholar
  17. Hayes SA, Watson SL (2013) The impact of parenting stress: a meta-analysis of studies comparing the experience of parenting stress in parents of children with and without autism spectrum disorder. J Autism Dev Disord 43(3):629–642.  https://doi.org/10.1007/s10803-012-1604-y CrossRefGoogle Scholar
  18. Jezewski MA (1995) Evolution of a grounded theory: conflict resolution through culture brokering. Adv Nurs Sci 17(3):14–30.  https://doi.org/10.1097/00012272-199503000-00004 CrossRefGoogle Scholar
  19. Jezewski MA, Sotnik P (2005) Disability service providers as culture brokers. In: Stone JH (ed) Culture and disability: providing culturally competent services. Sage Publications, Thousand Oaks, pp 37–64CrossRefGoogle Scholar
  20. Jung AW (2011) Individualized education programs (IEPs) and barriers for parents from culturally and linguistically diverse backgrounds. Multicult Educ 19(3):21–25. Retrieved from https://eric.ed.gov/?id=EJ955935 Google Scholar
  21. Kalyanpur M, Harry B (2012) Culture in special education: building reciprocal family-professional relationships. Paul H. Brookes, BaltimoreGoogle Scholar
  22. Lake JF, Billingsley BS (2000) An analysis of factors that contribute to parent-school conflict in special education. Remedial Spec Educ 21(4):240–256.  https://doi.org/10.1177/074193250002100407 CrossRefGoogle Scholar
  23. Lazarus RS, Folkman S (1984) Stress, appraisal, and coping. Springer Publishing Company, New YorkGoogle Scholar
  24. Lindsay S, King G, Klassen AF, Esses V, Stachel M (2012) Working with immigrant families raising a child with a disability: challenges and recommendations for healthcare and community service providers. Disabil Rehabil 34(23):2007–2017.  https://doi.org/10.3109/09638288.2012.667192 CrossRefGoogle Scholar
  25. Lindsay S, Tetrault S, Desmaris C, King G, Pierart G (2014) Social workers as “cultural brokers” in providing culturally sensitive care to immigrant families raising a child with a physical disability. Health Soc Work 39(2):E10–E20.  https://doi.org/10.1093/hsw/hlu009 CrossRefGoogle Scholar
  26. Lynch EW, Stein R (1982) Perspectives on parent participation in special education. Except Educ Q 3(2):56–63.  https://doi.org/10.1177/074193258200300213 CrossRefGoogle Scholar
  27. Mirza M, Heinemann AW (2012) Service needs and service gaps among refugees with disabilities resettled in the United States. Disabil Rehabil 34(7):542–552.  https://doi.org/10.3109/09638288.2011.611211 CrossRefGoogle Scholar
  28. Mueller TG (2014) Learning to navigate the special education maze. In: Lo L, Hiatt-Michael DB (eds) Promising practices to empower culturally and linguistically diverse families of children with disabilities. Information Age Publishing, INC., Charlotte, pp 3–14Google Scholar
  29. Mueller TG, Singer GHS, Draper L (2008) Reducing parental dissatisfaction with special education in two school districts: implementing conflict prevention and alternative dispute resolution. J Educ Psychol Consult 18(3):191–233.  https://doi.org/10.1080/10474410701864339 CrossRefGoogle Scholar
  30. Mueller TG, Milian M, Lopez MI (2009) Latina mothers’ views of a parent-to-parent support group in the special education system. Res Prac Persons Severe Disabil 34(3–4):113–122. Retrieved from http://journals.sagepub.com/home/rps CrossRefGoogle Scholar
  31. Robinson J, Weng SS (2014) Cultural broker. In: Cousins L (ed) Encyclopedia of human services and diversity. Sage, Thousand Oaks, pp 303–305Google Scholar
  32. Rossetti Z, Sauer JS, Bui O, Ou S (2017) Developing collaborative partnerships with culturally and linguistically diverse families during the IEP process. Teach Except Child 49(5):328–338.  https://doi.org/10.1177/0040059916680103 CrossRefGoogle Scholar
  33. Santelli B, Turnbull AP, Marquis JG, Lerner EP (1995) Parent to parent programs: a unique form of mutual support. Infants Young Child 8(2):48–57CrossRefGoogle Scholar
  34. Singer GHS, Marquis J, Powers LK, Blanchard L, DiVenere N, Santelli B et al (1999) Multi-site evaluation of parent to parent programs for parents of children with disabilities. J Early Interv 22(3):217–229.  https://doi.org/10.1177/105381519902200305 CrossRefGoogle Scholar
  35. Szente J, Hoot J, Taylor D (2006) Responding to the special needs of refugee children: practical ideas for teachers. Early Childhood Educ J 34(1):15–20.  https://doi.org/10.1007/s10643-006-0082-2 CrossRefGoogle Scholar
  36. Tratcher SB (2012) Increasing parental involvement of special education students: the creation of smartphone-friendly, web-based legal and procedural resources. Retrieved from https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1135&context=gradreports
  37. Valle JW (2011) Down the rabbit hole: a commentary about research on parents and special education. Learn Disabil Q 34(3):183–190.  https://doi.org/10.1177/0731948711417555 CrossRefGoogle Scholar
  38. Wolfe K, Duran LK (2013) Culturally and linguistically diverse parents’ perceptions of the IEP process. Mult Voice Ethnical Div Except Learn 13(2):4–18Google Scholar
  39. Woodgate RL, Ateah C, Secco L (2008) Living in a world of our own: the experience of parents who have a child with autism. Qual Health Res 18(8):1075–1083.  https://doi.org/10.1177/1049732308320112 CrossRefGoogle Scholar
  40. Yohani S (2013) Educational cultural brokers and the school adaption of refugee children and families: challenges and opportunities. J Int Migr Integr 14(1):61–79.  https://doi.org/10.1007/s12134-011-0229-x CrossRefGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.Virginia Commonwealth UniversityRichmondUSA

Personalised recommendations