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Abstract

Engaging families from culturally and linguistically diverse (CLD) backgrounds has been found to yield collateral effects that include positive school outcomes for CLD students with disabilities. However, fostering active CLD family engagement, including those of immigrant status has historically posed some challenges. Additionally, when the student in question has a diagnosis that involves behavioral challenges, school and family interactions tend to be adversarial in nature. In this case study, the author describes the procedures undertaken to implement an intervention that not only addresses targeted behaviors of a student from CLD background, but also solicits and fosters parental involvement.

Author Bios

Robai Werunga, is an Assistant Professor of Special Education in the School of Education, University of Massachusetts, Lowell. Her research focus is in early academic and behavioral interventions through multi-tiered systems of support (MTSS). Werunga' s target population is students with or at-risk for Emotional/Behavioral Disorders (EBD) and/or Learning Disabilities with a focus on culturally and linguistically diverse (CLD) learners. In addition, Werunga does research on strategies that foster and promote meaningful family and school relations as well as family engagement, with a focus on immigrant family empowerment.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Additional Files
Appendix 1_Translated Letter.docx (24 kB)
Appendix 2_Jose's CICO point sheet.docx (50 kB)
Jose's CICO point sheet.docx
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