Language Interpretation, Parent Participation, and Young Children With Disabilities

Spoken parent—educator interactions through language interpreters for parents who do not speak English can challenge early intervention/early childhood special education professionals. Research suggests that language interpretation is often inadequate to ensure that the parental participation, informed parental consent, and interpretation mandates of IDEA (P.L. 108-446) Parts B and C are met. Examples from several contexts are presented to illustrate communication disconnects between early educators and parents. Subsequently, a discussion of quality language interpretation in early intervention/ early childhood special education is presented followed by program and policy recommendations.

from Topics in Early Childhood Special Education

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About Callier Library

Housed at the internationally renowned Callier Center for Communication Disorders, Callier Library a branch facility of the McDermott Library at The University of Texas at Dallas.

Posted on July 12, 2011, in Research. Bookmark the permalink. Leave a comment.

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