Abstract
The primary goal of this study was to examine the role of communication between parents of children with special needs and schools. As the multicultural population in United States’ schools continues to increase, the need to help teachers understand what parents expect in terms of being able to communicate effectively grows in importance. A descriptive research study using a survey as the data collection tool was used to determine perceptions of Arab American parents of children with special needs regarding communications between the home and school. Findings of the study indicated that parents born in the United States had more positive perceptions regarding communications with teachers. These findings may be due to parent’s lack of fluency with English and teachers lack of understanding the Arabic culture. Educators need to make an effort to improve communications as a means to make educational experiences more productive for both teachers and parents.
Highlights
The exact number of Arab AmericansThe rapidly changing demographics of the living in the Detroit areaUnited States indicate that the number of children is unknown due to limitations in ethnic reporting from diverse cultural groups who are receiving (The Arab American Institute, 2012)
Because the mean scores for the dependent variables were skewed, the Mann-Whitney test for independent variables was used to test these comparisons (See Table 3). The results of these analyses indicated that two of the subscales, communication specific for parents of children receiving special education services and teacher communications differed significantly between mothers born in the United States and those born outside of the United States
Parents who were born outside of the United States (M = 3.21, SD = .44) had significantly higher scores for the subscale measuring communication specific for parents of children receiving special education services than parents who were born in the United States (M = 2.82, SD = .53), Z = -3.05, p =
Summary
United States indicate that the number of children is unknown due to limitations in ethnic reporting from diverse cultural groups who are receiving (The Arab American Institute, 2012). Professionals can expect that families the number of Arab immigrants. Arab immigrants of these children have beliefs and practices that in the Detroit metropolitan area came primarily differ from those of the majority of American families in substantial ways In the past few years, special education cultural group to arrive from the Middle East. Literature on culturally diverse issues has increased.
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