Involvement of Portuguese-Speaking Parents in the Education of Their Special-Needs Children

Datos Bibliográficos

ID12751925
AutoresDora Tellier-Robinson (Alpine Learning Group, autor de correspondencia)
Año2000
Volumen24
Número3
Páginas309-323
Fecha de publicación2000-07-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaBilingual Research Journal (JOURNAL)
Identificadores de la revistaISSN: 1523-5882 • E-ISSN: 1523-5890
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15235882.2000.10162768
OpenAlexW1973881895
IdiomaEN
Citas recibidas2
Referencias citadas6

The purpose of this study was to investigate the involvement of Portuguese-speaking families in the education of their special-needs children. The qualitative methods of participant observation and ethnographic interviewing were used to explore the following research questions: How do these parents want to be involved in their children's education, and what are their feelings about parent involvement? Participants were parent(s) from each of nine families who were foreign born, Portuguese-speaking, and had at least one child in special education. Findings were analyzed within two major categories: (a) the special-needs children in their families, and (b) the families' experiences with their children's education. The focus in this article concerns findings that emerged from data discussed under the following thematic statements: We have to ask for what we want and fight for our children, and lacking proficiency in English makes it more difficult for us to procure the services to which our children are entitled

Developmental psychology · Ethnography · Feeling · Focus group · Interview · Linguistics · Pedagogy · Portuguese · Qualitative research · Social science · Sociology · Special needs · Thematic analysis · Collaborative Teaching and Inclusion · Family and Disability Support Research · Parental Involvement in Education · Psychology · Social Psychology