This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Zionts, L. T. Articles by Bellinger, O. Search for Related Content Social Bookmarking                         What's this?

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

College and Graduate School of Education, Kent State University, 405 White Hall, Kent, OH 44242

Paul Zionts

Department Chairperson for Kent State University's Educational Foundations and Special Services programs

Sharonlyn Harrison

Developmental Disabilities Institute of Wayne State University, Center for Excellence in Disabilities

Odis Bellinger

College of Education at Wayne State University in Detroit, Michigan

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.

Focus on Autism and Other Developmental Disabilities, Vol. 18, No. 1, 41-50 (2003)
DOI: 10.1177/108835760301800106


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?