Language Interpretation for Diverse Families: Considerations for Special Education Teachers

Cori M. More, Juliet Barnett, Gregory A. Cheatham

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

The special education field is challenged by a lack of attention to and recruitment of well-trained language interpreters in schools. As such, special education teachers need to take a leadership role in working with interpreters to ensure diverse families are collaborative members of individualized education program (IEP) teams. Using the framework of collaborative family school partnerships, this article describes practical strategies for special educators when working with interpreters during IEP meetings with families. Taking a proactive role when working with interpreters can help improve the quality of service delivery for diverse students with disabilities and their families.

Original languageEnglish (US)
Pages (from-to)113-120
Number of pages8
JournalIntervention in School and Clinic
Volume49
Issue number2
DOIs
StatePublished - Nov 2013

Fingerprint

Special Education
interpreter
special education
Language
interpretation
teacher
language
Education
school
education
disability
educator
leadership
Students
lack
student

Keywords

  • bilingual issues
  • collaboration
  • cultural
  • diversity(ies)
  • involvement
  • linguistic
  • parent(s)

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology

Cite this

Language Interpretation for Diverse Families : Considerations for Special Education Teachers. / More, Cori M.; Barnett, Juliet; Cheatham, Gregory A.

In: Intervention in School and Clinic, Vol. 49, No. 2, 11.2013, p. 113-120.

Research output: Contribution to journalArticle

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