Working with Families

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Abstract
Research indicates that when educators involve them in the educational process, parents can be instrumental in promoting their children's academic and social progress. Most strategies and programs to solicit parental involvement have been designed to serve families who are English speaking, have sufficient economic resources, and possess cultural perspectives that allow them to feel comfortable with and participate in the special education decision-making process. However, demographic data indicate that schools are serving, and will continue to serve, a growing number of students and families from diverse cultural and linguistic backgrounds who may not respond to traditional methods for establishing family/school partnerships. The purpose of this article is to identify some of the cultural, linguistic, and economic factors educators should consider in designing services that are relevant to the unique needs of families of culturally and linguistically diverse exceptional children. Additionally, strategies for involving these families in educational programs are suggested.