This Article Full Text (PDF) All Versions of this Article: 1525740108324041v1 30/2/97    most recent References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Lo, L. Search for Related Content Social Bookmarking                         What's this?

Collaborating With Chinese Families of Children With Hearing Impairments

University of Massachusetts Boston

Developing a collaborative home-school partnership in the special education process is one of the crucial indicators of successful educational planning. Special education laws and regulations strongly emphasize the importance of parental roles in the process. However, as is well documented in existing literature, it can be challenging for many culturally and linguistically diverse families to be schools' equal partners and to be actively involved in the process of developing their children's educational programs. As the number of Asian students with disabilities continues to increase, the purpose of this article is to illustrate two Chinese families' experiences and identify what educators and service providers could do to strengthen their partnerships with Chinese families of children with hearing impairments.

Key Words: Chinese families • family-school-community partnerships • deaf • hearing impairments • hard of hearing

This version was published on February 1, 2009

Communication Disorders Quarterly, Vol. 30, No. 2, 97-102 (2009)
DOI: 10.1177/1525740108324041


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?