Abstract
Families from culturally and linguistically diverse (CLD) backgrounds make up a noticeable part of the school system in the United States. Of the 79.9 million children enrolled in school in the United States, 10.8 million are from families who are considered culturally and linguistically diverse (Camarota, 2007). During 2009–2010 in California alone, special education services were provided to 680,164 individuals, newborn through twenty-two years of age (Special Education-CalEdFacts, 2010) with approximately 30% of these students from families speaking a primary language other than English; therefore, making them students with CLD backgrounds (California Department of Education, 2006). Competency in cultural awareness within the school system is needed and important, but falls short if not followed by the ability to advocate for all families and have the resources to support any family that needs guidance or extra support to provide for the educational needs of their child. Research shows that the families who often need this extra support are families who are culturally and linguistically diverse (Epstein, 2001; Kalyanpur, & Harry, 1999; Olivos, Gallagher, & Aguilar, 2010; Sorbel, & Kugler, 2007). Thus, the goal is to create an atmosphere of cultural and linguistic competency and responsiveness while offering optimal support and guidance to families as they navigate through special education services, meetings and laws. The focus of this project is the creation of a parental guide written as an overview of special education for families from CLD backgrounds who may have a child with disabilities. Dissemination of this guide may foster greater communication and school-family partnerships with this population. The author gathered data from local service providers through an informal survey, from families of CLD backgrounds through informal interviews, and from the review of resources already available to families whose children receive special education. Analysis of this data confirmed the need for an additional resource through which teachers, administrators or other service providers could provide families and in doing so enhance communication. Content of the user friendly guide includes a summary of key components of the Individuals with Disabilities Education Act (IDEA), an outline of the Individualized Education Plan (IEP) process, how to prepare for an IEP meeting, a sample letter from families to school personnel asking for an IEP meeting to be held, local resources in Sacramento County, additional resources and a recommendations for use by teachers section.