Abstract

The author investigated shared cultural models among nine Latino immigrant parents of children with specific learning disabilities aged 6-12 years old. Interview questions addressed what participants thought it meant to be educated, their descriptions of specific learning disabilities, and their reports of effective teaching methods for their children. Although many varying themes emerged from the interview data, three distinct cultural models surfaced from the data on education and disability. Implications include cultural beliefs informing IEP content, knowledge of cultural models enabling increasingly open communication between school and home, and culturally sensitive classroom instruction.

Degree

MS

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2015-06-01

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd7882

Keywords

Latino immigrant parents, special education, learning disability, elementary, education

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