Collaborating With Families of Multi-Lingual Learners Who are Identified with a Disability
Keywords:
disability, multi-lingual learners, familiesAbstract
The importance of collaboration between families of multilingual learners and education professionals should not be understated. Strong partnerships between educators and families are essential in special education, as they contribute to improved student outcomes (Aceves, 2014). In the U.S., students with disabilities are guaranteed a free and appropriate public education (FAPE) and related services under federal law (IDEA, 2022). These legal protections also safeguard the partnerships between families and schools (Hughes et al., 2008), which are central to the principles of the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004 (Trainor, 2010). As a result, schools are required to ensure that legal caregivers and guardians are fully included in special education meetings, such as Individualized Education Program (IEP) meetings (Feeney et al., 2023). These partnerships aim to leverage the expertise of both families and educational professionals in making decisions that benefit students (Mortier & Arias, 2020), and legal mandates and acts serve to protect students and families (Mortier & Arias, 2020).
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