Developing Relationships With Immigrant Families: Learning by Asking the Right Questions

Achola E. O. Greene G. (2016). Person-family centered transition planning: Improving post-school outcomes to culturally diverse youth and families. Journal of Vocational Rehabilitation, 45, 173–183. doi:10.3233/JVR-160821

Berry J. W. (2005). Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations, 29, 697–712. doi:10.1016/j.ijintrel.2005.07.013

Breiseth L. (2016). Getting to know ELLs’ families. Educational Leadership, 73(5), 46–50.

Bridging Refugee Youth & Children’s Services. (2009). Suggestions for interviewing refugee and immigrant children and families. Retrieved from http://www.brycs.org/documents/upload/BRYCSBrief-Interviewing-Winter2009.pdf

Burke M. M. Hodapp R. M. (2014). Relating stress of mothers of children with developmental disabilities to family-school partnerships. Intellectual and Developmental Disabilities, 52, 13–23. doi:10.1352/1934-9556-52.1.13

Chu S. Wu H. (2012). Development of effective school-family partnerships for students from culturally and linguistically diverse backgrounds: From special education teachers and Chinese American parents’ perspectives. Scholarlypartnershipsedu, 6(1). Retrieved from http://opus.ipfw.edu/cgi/viewcontent.cgi?article=1068&context=spe

Cooper C. W. Riehl C. J. Hasan A. L. (2010). Leading and learning with diverse families in schools: Critical epistemology amid communities of practice. Journal of School Leadership, 20, 758–788.

Elizalde-Utnick G. (2010). Immigrant families: Strategies for school support. Principal Leadership, 10(5), 12–16.

Francis G. L. Nagro S. (in press). The educational system. In Nelson B. S. Springer N. P. (Eds.), Families and disabilities: A guide for helping professionals. New York, NY: Taylor & Francis/Routledge.

Georgis R. Gokiert R. J. Ford D. M. Ali M. (2014). Creating inclusive parent engagement practices: Lessons learned from a school community collaborative supporting newcomer refugee families. Multicultural Education, 21(3/4), 23–27.

Grant K. B. Ray J. A. (2016). Home, school and community collaboration: Culturally responsive family engagement (3rd ed.). Boston, MA: SAGE.

Haines S. J. Francis G. L. Shepherd K, Ziegler, M., & Mabika, G. (2017). Partnership bound: Using MAPS with transitioning students and families from all backgrounds. Career Development and Transition for Exceptional Individuals. Advanced online release. doi:10.1177/2165143417698123

Haines S. J. Reyes C. Timang-Ghising H. Alamatouri A. Hurwitz R. Aden M. (2017, May). Adolescent refugee students’ literacy brokering: Examining the complexity of family-professional partnerships. Paper presented at the University of Vermont’s College of Education and Social Service Research Colloquium, Burlington.

Haines S. J. Summers J. A. Turnbull A. P. Turnbull H. R. (2015). Family partnership with a Head Start agency: A case study of a refugee family. National Head Start Research Association’s Dialog, 17(4), 22–49.

Harry B. (2008). Collaboration with culturally and linguistically diverse families: Ideal versus reality. Exceptional Children, 74, 372–388. doi:10.1177/001440290807400306

IDEA regulations, 34 C.F.R. § 300 (2012).

Individuals with Disabilities Education Act, 20 U.S.C. §§ 1400 et seq. (2006 & Supp. V. 2011).

Jonhak J. (2014). School personnel’s perceptions of their schools’ involvement in culturally and linguistically diverse school-family-community partnerships. Health Psychology Report, 2, 19–26. doi:10.5114/hpr.2014.42788

Kalyanpur M. Harry B. (2012). Cultural reciprocity in special education: Building family-professional relationships. Baltimore, MD: Brookes.

Kim K. Morningstar M. E. (2005). Transition planning involving culturally and linguistically diverse families. Career Development for Exceptional Individuals, 28, 92–103. doi:10.1177/08857288050280020601

Klingner J. Harry B. (2006). The special education referral and decision-making process for English language learners: Child study team meetings and placement conferences. Teachers College Record, 108, 2247–2281. doi:10.1111/j.1467-9620.2006.00781.x

Kohls L. R. (1984). The values Americans live by. Washington, DC: Meridian House International. Retrieved from http://www.rotary-youth-exchange.com/yeo/docs/ValuesAmericansLiveBy.pdf

Kugler E. G. Price O. A. (2009). Go beyond the classroom to help immigrant and refugee student success. Phi Delta Kappan, 91(3), 48–52. doi:10.1177/003172170909100310

Lu Y. Gatua M. W. (2014). Methodological considerations for qualitative research with immigrant populations: Lessons from two studies. The Qualitative Report, 19(30), 1–16.

Lynch W. W. Hanson M. J. (2011). Developing cross-cultural competence with young children and their families (4th ed.). Baltimore, MD: Brookes.

McHatton P. A. Correa V. (2005). Stigma and discrimination: Perspectives from Mexican and Puerto Rican mothers of children with special needs. Topics in Early Childhood Special Education, 25, 131–142. doi:10.1177/02711214050250030101

McLeod T. A. (2012). First-generation, English-speaking West Indian families’ understanding of disability and special education. Multiple Voices for Ethnically Diverse Exceptional Learners, 13, 26–41.

Migration Policy Institute. (n.d.). Children in U.S. immigrant families. Retrieved from http://www.migrationpolicy.org/programs/data-hub/charts/children-immigrant-families

Nagro S. A. (2015). PROSE checklist: Strategies for improving school-to-home written communication. TEACHING Exceptional Children, 47, 256–263. doi:10.1177/0040059915580031

National Child Traumatic Stress Network. (2006). Ways teachers can help refugee students: Some suggestions. Retrieved from https://depts.washington.edu/hcsats/PDF/TF-%20CBT/pages/3%20Psychoeducation/Ways%20Teachers%20Can%20Help%20Refugee%20Students.pdf

Olivos E. M. Gallagher R. J. Aguilar J. (2010). Fostering collaboration with culturally and linguistically diverse families of children with moderate to severe disabilities. Journal of Educational and Psychological Consultation, 20, 28–40. doi:10.1080/10474410903535372

Pang Y. (2011). Barriers and solutions in involving culturally linguistically diverse families in the IFSP/IEP process. Making Connections, 12(2), 42–51.

Plyler v. Doe, 457 U.S. 2020 (1982).

Potocky-Tripodi M. (2002). Best practices for social work with refugees and immigrants. New York, NY: Columbia University Press.

Rah Y. Choi S. Nguyen T. S. T. (2009). Building bridges between refugee parents and schools. International Journal of Leadership in Education, 12, 347–365. doi:10.1080/13603120802609867

Rotter K. (2006). Creating instructional materials for all pupils: Try COLA. Intervention in School and Clinic, 41, 273–282. doi:10.1177/10534512060410050401

Suh E. E. Kagan S. Strumpf N. (2009). Cultural competence in qualitative interview methods with Asian immigrants. Journal of Transcultural Nursing, 20, 194–201. doi:10.1177/1043659608330059

Szente J. Hoot J. Taylor D. (2006). Responding to the special needs of refugee children: Practical ideas for teachers. Early Childhood Education Journal, 34, 15–20. doi:10.1007/s10643-006-0082-2

Thao M. (2009). Parent involvement in school: Engaging immigrant parents. Retrieved from http://files.eric.ed.gov/fulltext/ED511597.pdf

Turnbull A. Turnbull R. Erwin E. J. Soodak L. J. Shogren K. A. (2015). Families, professionals, and exceptionality (7th ed.). Upper Saddle River, NJ: Pearson Education.

U.S. Department of Education. (2014). Educational services for immigrant children and those recently arrived to the United States. Retrieved from https://www2.ed.gov/policy/rights/guid/unaccompanied-children.html

Zagelbaum A. Carlson J. (Eds.). (2011). Working with immigrant families: A practical guide for counselors. New York, NY: Taylor & Francis/Routledge.