When a group meets to discuss a student's Individualized Education
Program (IEP), they are called a team, but they rarely understand
the perspectives of the people with whom they are sitting at the
table. This is especially true when cultural and linguistic
diversity is part of the equation. This unique book explores the
individual perspectives of IEP meeting participants who work with
students who are culturally and linguistically diverse (CLD).
Authors interviewed a principal, a general education teacher, a
special education teacher, a teacher of English for Speakers of
Other Languages (ESOL), an educational advocate, a disability
rights attorney, a parent, a translator, a school psychologist, a
specialist, a transition services specialist, and a guidance
counselor. Their experiences provide critical insight for those
seeking to realize the potential of these sometimes marginalized
students. Interviews examined the dynamics of home-school
communication, IEP meetings, and cross-cultural interactions. The
perspectives shared in this book relate to known best practices and
also provide practical suggestions for improving the experiences of
teams serving the CLD population.
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