their language, culture, and values. As TSVIs and
O&M specialists, we could collaborate to design
ECC lessons that involve a family member. Since
many of the skills we teach link to the home, this
can be a natural addition to our instruction.
One aspect of fostering effective communication is making sure that accurate language interpretation is available for families. Hart,
Cheatham, and Jimenez-Silva (2012) discuss factors of quality language interpretation. These include ensuring that the interpreter is trained and
fluent in both languages, knows basic special
education terminology, upholds confidentiality,
and displays cultural competence. Maintaining
consistent ongoing communication versus "just
when needed" communication is also an important component for families feeling informed and
valued (Grassi & Barker, 2010). The use of cultural liaisons has also been recommended when
working with families from CLDB. A cultural liaison is someone who is from the same cultural or
linguistic background as the student or family and
can interpret cultural norms as well as language
(Grassi & Barker, 2010).
In terms of "extending and accepting assistance," Araujo (2009) emphasizes how assistance
is reciprocal. Schools and practitioners can help
families find resources that will support their
needs. Families, in turn, can provide cultural information and help to incorporate native language
and customs into instruction. By accepting assistance and learning from the strengths and knowledge of the family, we create more culturally relevant ECC lessons and also validate the importance of the family's role in their child's education.
Understanding Culture without Stereotyping
As practitioners, we may not be able to influence all the factors that impact a family's sense
of validation and engagement with their child's
learning, but we can make an effort to enhance
our understanding of culture and diversity so we
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