Urban African American Families' Perceptions of Cultural Sensitivity Within the Special Education System

Abstract

The families of 24 African American children having severe emotional or cognitive disabilities who were receiving special educational services in urban communities were interviewed about their perceptions of cultural sensitivity demonstrated by the school district. This information included their perceptions of the level of consideration of cultural beliefs and values within the services and supports provided by the district and by other community resources. Semistructured interviews were conducted and analyzed for common themes across families. Six themes emerged: (a) respect for parents and children by school personnel, (b) perceived negativity toward child and/or parents by school, (c) need for information and assistance using community support services, (d) desire for greater cultural understanding and demonstrated acceptance of differences by school personnel, (e) issues of quality and training among teachers and other school personnel, and (f) improved teacher-parent and parent-parent partnerships. For nearly all of the respondents, the level of parental satisfaction was closely related to feeling that they were respected by the school personnel.

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