3.9: Cultural Reciprocity and Working with Families
Introduction to Children with Exceptionalities · LibreTexts
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3.9: Cultural Reciprocity and Working with Families
Opening the book…
The culture of special education in the United States can seem foreign and unfamiliar to families who were raised here, and especially so to those from culturally and linguistically diverse backgrounds. The language spoken by Special Education Professionals is often filled with acronyms and words unlike those in general society. The professionals often know the system and process as if it were second-nature, but families are often experiencing it for the first time. Furthermore, families may or may not be educated, and may feel at a disadvantage when sitting in a room surrounded by strangers who have fancy titles and degrees. What families often overlook is that they, the family, are the specialists concerning their children… they know their children better than anyone else.
How can families and professionals work together for the best interests of the child? Kalyanpur and Harry (2012, pp. 27-30) suggest that teams take the following steps in working together with cultures in mind:
Identify the cultural values that are embedded in the interpretation of a student’s difficulties or in the recommendation for service. Are the recommendations based upon the goals and rights that the professionals are accustomed to, or that the family expects for their child?
Find out whether the family recognizes and values the assumptions; if not, how do the family’s views differ from those of the professionals?
Acknowledge and give explicit respect to any cultural differences identified and explain the cultural basis of the assumption so that everyone clearly understands.
Determine the most effective way of adapting professional interpretations or recommendations to the value system of the family.
It is not necessary for the professionals to be from the same culture as the families in order to have Cultural reciprocity. “There is no evidence that professionals who do belong to the same culture as their clients are any more successful at accomplishing collaborative relationships than those who do not.” (Kalyanpur and Harry, p. 31) Research has shown that collaborative relationships can occur with professionals who have little or no affiliation with the culture of the families involved… the important factor is that the professionals are willing to learn about and understand the families’ experiences, are willing to understand how their own experiences have shaped them, and that they respect and accept the differences in their various experiences. Mutual and honest respect goes a long way, regardless of the cultures individuals come from.
As was previously established in this chapter, language is a foundational component in any culture. Many parents (and others) are inadvertently excluded by the use of acronyms, jargon and other terms not commonly known outside the culture of educational professionals. What is the difference between an IEP, IFSP, 504, IDEA, USD, OER, CDC, ECE,… it all can become very confusing! When people are new to the culture (special education, early childhood education, or any profession), the overuse of this terminology can seem exclusionary and isolating. It forces the newcomer to either pretend to know what is being discussed, or to ask for definitions of these terms, potentially making these individuals feel uneducated and belittled. Add to this that the newcomer may speak a first language other than English, and the situation is magnified. If it is the intent of the United States educational system to be inclusive of families, we must do so in a way that they will feel comfortable and a part of the team.
Families are not the same everywhere, and educators must understand the individuals with whom they are working. The movie McFarland, USA illustrates this point in a wonderful manner. The 2015 Disney film starring Kevin Kostner is about a white, upper middle class coach who moves to McFarland, California to coach the cross-country team. He quickly learns that his culture and understanding is different than that of his students. Only after embracing what is important to them and involving the families is he successful in coaching the team to victory.
Reflect and Apply
What are some things that might help families feel more comfortable participating in the special education system in the United States? How can professionals help families who may or may not be from this culture?
✏️ Write a short reflection (5–7 sentences) or discuss your ideas with a classmate or small group. Be ready to share with the class.
It is not necessary for the professionals to be from the same culture as the families in order to have Cultural reciprocity. “There is no evidence that professionals who do belong to the same culture as their clients are any more successful at accomplishing collaborative relationships than those who do not.” (Kalyanpur and Harry, p. 31) Research has shown that collaborative relationships can occur with professionals who have little or no affiliation with the culture of the families involved… the important factor is that the professionals are willing to learn about and understand the families’ experiences, are willing to understand how their own experiences have shaped them, and that they respect and accept the differences in their various experiences. Mutual and honest respect goes a long way, regardless of the cultures individuals come from.