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With personal anecdotes, case examples, and detailed theoretical discussions, this research-based book brings to light the potential impact of imbedded and often unrecognized cultural assumptions that influence family-professional interactions in special education.
Written by authors who grew up outside the United States of America, this text helps preservice and in-service professionals analyze the cultural assumptions that underlie special education policy and practice. Educators will come to understand the importance of developing education plans that will enhance children's learning and accommodate their cultural beliefs. This textbook also offers a framework - the posture of cultural reciprocity - for undergraduate and graduate students to identify the personal and professional values they bring to interactions with culturally diverse families of children with disabilities.
Culture in Special Education : Building Reciprocal Family-Professional Relationships
by Kalyanpur, MayaEdition: 1st
Format: Paperback
Pub. Date: 1999-07-01
Publisher(s): PAUL H. BROOKES PUBLISHING CO, INC.
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Summary
Author Biography
Maya Kalyanpur, Ph.D. is Assistant Professor, Department of Reading, Special Education and Technology, Towson University, Maryland.
Table of Contents
| About the Authors | p. ix |
| Foreword | p. xi |
| Preface | p. xvii |
| Acknowledgments | p. xxi |
| Cultural Underpinnings of Special Education | p. 1 |
| Cultural Identity and the Acculturation Process | |
| Special Education as a Cultural Institution | |
| Focus of This Book | |
| Becoming a Member: The Importance of Embedded Beliefs | |
| Toward a Posture of Cultural Reciprocity | |
| Legal and Epistemological Underpinnings of the Construction of Disability | p. 15 |
| Social Construction of Disability | |
| Cultural Underpinnings of Special Education Law | |
| IDEA as a Cultural Statement | |
| Individualism in IDEA | |
| Choice in IDEA | |
| Equity in IDEA | |
| Contrasting Cultural Traditions | |
| Alternative Concepts of Self | |
| Differing Perceptions of Immutable Characteristics | |
| Principle of Value Inequality | |
| Cultural Underpinnings of Special Education Epistemology | |
| Clinical Perspective | |
| Disability Is a Physical Phenomenon | |
| Disability Is an Individual Phenomenon | |
| Disability Is a Chronic Illness | |
| Disability Requires Remediation or "Fixing" | |
| Contrasting Traditions in Defining Disability | |
| Disability Is a Spiritual Phenomenon | |
| Disability Is a Group Phenomenon | |
| Disability Is a Time-Limited Phenomenon | |
| Disability Must Be Accepted | |
| The Role of Professional Expertise and Language in the Treatment of Disability | p. 47 |
| The Charge for Expert Diagnosis and Treatment | |
| Expert Knowledge as Categorical and Objective Knowledge | |
| The Language of Objectivity | |
| The Value-Neutral or Euphemizing Process | |
| The Abstracting Process | |
| The Medicalizing Process | |
| The Training of Experts | |
| Ensuring Accountability | |
| The Conflict of Egalitarianism and Expertism | |
| Egalitarianism and American Professionals | |
| The Professional as a Parent | |
| Scientific Knowledge versus Everyday Knowledge | |
| Equity versus Hierarchy in the Structuring of Parent-Professional Communication | |
| The Mandate of the Law Regarding Parental Participation | |
| Implementation of the Mandate | |
| The Reality of the IEP Meeting | |
| The Order of Speakers and the Types of Reporting in IEP Meetings | |
| Professionals' Perspectives on Parenting Styles | p. 77 |
| Assumptions about "Parenting Skills" | |
| Assumption of Universal Applicability | |
| Assumption of Right versus Wrong Practice | |
| Negative Effects of the Assumptions of Universality and Deficiency on Parent-Professional Interaction | |
| Culture and Parental Ethnotheories | |
| The Impact of Family Values, Structures, and Interactions on Parental Ethnotheories | |
| Family Values: Equality versus Hierarchy | |
| Family Structures: Extended versus Nuclear | |
| Family Interactions: Enmeshment versus Disengagement | |
| Group Status and Community Identity | |
| Parenting and Disciplinary Practices | |
| Authoritarian versus Democratic Parenting Practices | |
| Religious Influences | |
| Sociological Influences | |
| Epistemological Influences | |
| Cultural Parameters of Child Abuse versus | |
| Acceptable Discipline | |
| Spanking | |
| Healing and Medical Practices | |
| Parenting Styles and the Child Welfare System | |
| Goal Setting for Students: Parents' versus | |
| Professionals' Expectations | |
| Independence | |
| Differences in the Meaning of Independence | |
| Differences in the Milestones Toward Independence | |
| Independence in Adulthood | |
| Individuality | |
| The Child as an Individual with Rights to Maximize His or Her Potential | |
| The Ideal of Personal Choice | |
| Work | |
| Personal Value Judged by Economic Productivity | |
| Definitions of Meaningful Work | |
| The Posture of Cultural Reciprocity | p. 113 |
| The Need for a Posture of Cultural Reciprocity | |
| Four Steps of the Posture of Cultural Reciprocity | |
| Key Features of the Posture of Cultural Reciprocity | |
| Goes Beyond Awareness of Differences to Self-Awareness | |
| Aims for Subtle Levels of Awareness of Differences | |
| Has Universal Applicability | |
| Avoids Stereotyping | |
| Ensures that Both Parents and Professionals Are Empowered | |
| Applications of the Posture of Cultural Reciprocity | |
| Kou: "A Sign of Grace" | |
| Rani: "She's Becoming Rebellious" | |
| Annie: "The Good Mother" | |
| Nancy: "Their Culture Isn't Helping Them" | |
| References | p. 133 |
| Index | p. 151 |
| Table of Contents provided by Syndetics. All Rights Reserved. |
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