1. Improving School Involvement of Immigrant Parents of Children with Disability Hyun-Ju Kang, Tida Tubpun, Wittawat Sakoonon RPSE & ELPA UW-Madison

2. What is parental involvement?

3. What is disabilities?

4. Definitions Parental Involvement A variety of attributes and responsibilities of parents, as well as activities for parents to participate in children’s education (Rogers, Wiener, Marton, & Tannock, 2009) Attending school meetings, parent-teacher conferences, and school events, as well as volunteering at school (Nero, 2010; Hill and Taylor, 2004) Disability Any restriction or lack (resulting from an impairment) of ability to perform an activity in the manner of within the range considered normal for a human being (United Nation, 1997).

5. Why Parental Involvement? Increase academic achievementIncrease student educational motivation Increase school attendance Improve emotional adjustment, social behavior, and interactions with peers Decrease dropout rate

6. So what? What is the concern? Why are immigrant parents of children with disabilities rarely seen as active participants in their children’s education? Teachers consider a lack of school involvement of immigrant parents as lack of interests in their children’s education. Is it true?

7. Discourse in definitions? Parental involvement Taking care of their children and sending them to school, as well as listening to teachers’ report about their children’s academic performance and progress Teachers’ roles: teaching their students as well as organizing classroom and curriculum without help from parents Disabilities Shame and/or guilt Family’s face Punishment from higher power

9. Culture Background (history) Individualism vs. Collectivism Authoritative vs. Partnership Dominant vs. Minority Socioeconomic/classLanguage

10. Individualism vs. Collectivism A child is not a single entity – action, decision, desire are for the whole family/clan A child is not a single entity – action, decision, desire are for the whole family/clan Losing face for having a child with a label of disability

11. Authoritative vs. Partnership Only the rich or noble families can have education Principles or teachers are government employees government Authority in their children’s education Confucianism Their role is to listen at PT conference

12. Teachers’ uniform

13. Language Limited understanding of English (e.g., academic, formal, law) Limited understanding of English (e.g., academic, formal, law) Concern of the use of translators Concern of the use of translators

14. PAL Using preexisting member FAST SEA-FAST Using Native Speaker as Program Coordinator Family (as a whole) Present traditional food P2PUSA Using experienced parents Social & emotional support Provide information support for families of children with special need. APEX ASPIRA Parents for Excellence Using trained parents to train new members Skill to facilitate change and improving children’s education.

15. A Social Network A useful method for immigrant parents to be involved in school Sharing cultural values and beliefs to facilitate communication and collaboration Learning school systems and school expectations from other parents and teachers Receiving social and emotional support from experienced parents

16. Conclusion Apex: http://www.aspira.org/manuals/aspira-parents- excellence-apex http://www.aspira.org/manuals/aspira-parents- excellence-apexhttp://www.aspira.org/manuals/aspira-parents- excellence-apex FAST: http://familiesandschools.org/programs/ http://familiesandschools.org/programs/ P2P: http://www.p2pusa.org/p2pusa/sitepages/p2p- home.aspx http://www.p2pusa.org/p2pusa/sitepages/p2p- home.aspxhttp://www.p2pusa.org/p2pusa/sitepages/p2p- home.aspxPAL:www.kckps.org/teach_learn/pdf/group2/t_l4_building.pdf

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