Equal Ground: Meaningful Collaboration with Culturally and Linguistically Diverse Families of Children with Intellectual and/or Developmental Disabilities

Abstract

ABSTRACT Despite increased attention and research during the past three decades, systemic barriers continue to hamper meaningful collaboration between school personnel (e.g. teachers, consultants) and culturally and linguistically diverse families of children with intellectual and/or developmental disabilities (I/DD). In this critical review of recent research, we address both the ideal of culturally responsive family-professional partnerships and the frequent reality of persistent systemic barriers, adversarial interactions, and the expectation of advocacy (rather than participation) by families. We highlight the cultural mismatch and inherently hierarchical nature of formal interactions with school personnel. Framed by a life span approach and drawing from our research and first-hand experiences shared as testimonios, we provide descriptive examples and make recommendations for structural change to improve family-school collaboration and outcomes for children with I/DD.