Abstract
This article briefly reviews literature regarding the involvement and participation of culturally and linguistically diverse (CLD) families in the special education process. Barriers to family participation and strategies for facilitating family participation are summarized. Furthermore, we highlight important issues regarding raising the awareness of professionals when they develop Individualized Family Service Plans (IFSPs) or Individualized Education Programs (IEPS) with families from CLD backgrounds. We discuss implications for families, professionals, and programs to highlight the importance of developing collaborative and effective IFSPs and IEPs with all families.
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