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Developing Cross-Cultural CompetenceServing Families of Children with Significant Developmental Needs
Abstract
The purpose of this article is to assist teachers in understanding the unique needs of families of children with significant developmental delays who are from a diverse cultural background and/or are recent immigrants to the United States. This article provides the reader with an understanding of various cultural interpretations of severe disability conditions and of the role of enculturation in determining family expectations and participation within the special education system. We present research-based techniques and practical ideas designed to facilitate increased competence with families in which English is not the first language.
... While set practices and value systems in different ethnic cultures likely affect the presentation and initial parental concern of ASD, there may also be a communication barrier between racial and ethnic minority parents and healthcare providers. Cultures that prioritize characteristics such as respect for authority (e.g., individuals from Asian and Hispanic and Latinx backgrounds) may be less likely to engage in collaborative conversations with doctors or healthcare providers, potentially widening this barrier (Rogers-Adkinson et al., 2003). Post et al. (2001) found that when compared to White patients, Black patients addressed fewer medically related questions to their doctors and tended to provide less information about their concerns overall. ...
... While parents and caregivers are often the adults who best know the child, there is evidence to suggest differences in parent reporting patterns that likely affect diagnostic patterns. First, research suggests that minority (e.g., Black, Asian, and Hispanic) parents are less likely to ask questions and report concerns with their general healthcare providers overall (Post et al., 2001;Rogers-Adkinson et al., 2003). When explicitly examining parent concerns of ASD symptoms, studies have found that Black parents are less likely to report adaptive behavior and executive functioning concerns. ...
... Clinicians and school-based examiners should adhere to a multicultural framework when considering a diagnosis of ASD for all children. For all domains and core features of ASD symptomology, research has suggested that parents and caregivers from diverse cultural backgrounds may report information differently, depending on their culture's conceptualization of mental health (Daley, 2004;Grinker et al., 2012;Rogers-Adkinson et al., 2003). In particular, clinicians and practitioners should be more sensitive to parent reports in social communication, as norms, standards, and practices may differ for what is considered "typical" across cultures. ...
Objectives: Despite the increasing prevalence of autism spectrum disorder (ASD), the professional literature provides evidence to suggest disproportionality regarding the demographic characteristics (e.g., racial, ethnic, socioeconomic status) among individuals who receive ASD diagnoses. Individuals who receive inaccurate diagnoses, or late identification of ASD, likely have decreased opportunities to receive early, evidence-based interventions within school, community, and clinical settings. This article presents an exploration of current issues regarding ASD assessments from a multicultural perspective, including a review of the literature and critical examination of commonly used assessment tools.
Methods: Authors reviewed best practice guidelines for conducting assessments through a culturally sensitive lens and provide guidance and recommendations for best practices in research and practitioner-based settings. This article presents researchers, clinical practitioners, and school-based professionals with considerations and actionable steps to better inform ASD evaluations from a culturally sensitive perspective.
Results: Despite the growth of research surrounding ASD diagnosis, there remains a dearth of unknown information regarding the approach of assessment from a culturally sensitive perspective. Most of the current research underscores disparities and discrepancies in the diagnosis of ASD, yet the causes and maintenance of such issues are neglected in the research.
Conclusions: Further research is needed to understand the causes and maintenance of the disparities in ASD assessment. Research advancement will aid practitioners in addressing barriers and work to reduce disparities in the field. Considerations for completing culturally sensitive assessments include close evaluation of the gold standard assessment tools, caregiver comfortability in reporting symptoms, and caregiver knowledge of ASD symptoms.
... Teacher education programs need to infuse "culturally responsive pedagogical training and practices" for all students to have the opportunity to reach their full potential (Kea & Utley,1998;Taylor, 2010). Professionals need to be able to understand the unique needs and diverse cultural backgrounds of the children and families that they serve, especially the differences in interpersonal and social behaviors, and how disability may be interpreted (Rogers-Adkinson et al., 2003). ...
A four-week global interdisciplinary service-learning project to Botswana, Africa was developed to increase cultural humility and cross cultural communication skills in 12 current and future educators of children with autism and developmental disabilities. Participants worked alongside peer educators in eight different special education units across different regions of Botswana to create curricular activities that can be used in classrooms in both countries. Instruction in Botswana education, culture, language, history, and traditions was provided along with immersion in daily Botswana life. The present study examines the impact of these experiences on participant growth of cultural humility and cross-cultural communication skills. Results indicated increases in cultural humility for all participants, with the greatest increases for the stages of integration and intercultural communication. Individual growth varied based on factors such as previous experiences, chronological age, and flexibility. In this paper, we discuss details of the project, results, limitations, and implications for practice. Abstract in Setswana Lenaneo la beke tse nne go ya Botswana, le le akaretsang mafatshefatshe, ebile ele la dikitso tse di farologanyeng, le ne la bopiwa go oketsa kitso ka ngwao ya Setswana le ka ha go buisanwang ka teng mo ngwaong. Kitso tse tsa ngwao, di ne di itebagantse le barutabana bale lesome le bobedi. Barutabana ba, ene ele ba jaanong le ba isago, ba ruta bana ba ba nang le autism le bogole jo bo farologaneng. Batsaya karolo ba ne ba bereka le barutabana mo makalaneng a a farologanyeng a le boroba bobedi ko Botswana, a a lebaganeng le dithuto tsa autism le bana ba ba nang le bogole. Ba dira jaana go bopa ditsamaiso tsa thuto tse di ka dirisiwang mo dikolong tsa mafatshe oo mabedi. Batsaya karolo ba ne ba tlhatlhelelwa ka tsamaiso ya thuto, ngwao, puo, ditso le tumelo mo Botswana, le gore di amana jang le matshelo a Batswana a tsatsi le letsatsi. Dipatlisiso tse di leka go kala maduo a phetogo maikutlo a batsaakarolo mo go godiseng kitso ka ngwao le dipuisano ka yone mo Botswana. Maduo a dipatlisiso a supile fa barutabana ba nnile le kgolo mo go tlhaloganyeng ngwao, go gola mo go tona e nnile go tlhaloganya dingwao tsa mafatshe ka bobedi. Se se raya gore lenaneo le, le nnile botlhokwa thata mo go bone. Go gola ga barutabana ka bongwe ka bongwe go ne go ikaegile thata ka maitemogelo a bone pele ga ba ya Botswana, dingwaga tsa bone le ka ha ba amogelang diemo tse di farologanyeng ka teng. Mo mokwalong o, re ala ka botlalo ka ha lenaneo le tsamaileng ka teng, maduo le ditlhaelo/dikgwetlho le ka fa lenaneo le ka dirisiwang ka teng go ya pele.
... Infusing "culturally responsive pedagogical training and practices" is a necessity for all students to reach their full potential (Kea & Utley, 1998;Taylor, 2010, p. 28). Additionally, professionals need to understand differences in interpersonal and social behaviors, and how disability may be interpreted (Rogers-Adkinson et al., 2003). Engaging in service-learning experiences that focus on intercultural awareness, knowledge, sensitivity, and cultural humility may help address this need (Baecher, 2019;Morley et al., 2019). ...
The purpose of this project was to explore the influence of international service-learning on the personal and professional development of future special educators and speech-language pathologists. The service-learning students engaged in educational site visits, presentation of workshops, cultural activities, and interprofessional exchange in Botswana. Students completed surveys at the end of the trip and then participated in a focus group interview nine months after the study abroad course was completed. Findings from a qualitative content analysis revealed five emerging themes: open-mindedness, boundary spanning, cultural humility, skill development, and confidence. Implications for cross-cultural collaboration are discussed along with consideration for predeparture activities, high-impact educational practices, and student confidence in achieving professional skills standards.
... By contrast, other societies (e.g., Hopi in the United States; Ashanti in Ghana; Ainu in Japan; some communities in Mexico, Puerto Rico, Haiti, Nigeria, Kenya, Zimbabwe; Pakistan, India, China, Taiwan, Hong Kong) believe that disability is a result of parental sexual misconduct, sins conducted in previous life, witchcraft, juju, family curse, God' punishment, or the involvement of evil spirits (Munro, 1963;Abosi and Ozoji, 1985;Groce and Zola, 1993;Cheng and Tang, 1995;Rogers-Adkinson et al., 2003). Shame associated with disability led to severe mistreatment and social exclusion of such individuals. ...
Perception of disability is an important construct affecting not only the well-being of individuals with disabilities, but also the moral compass of the society. Negative attitudes toward disability disempower individuals with disabilities and lead to their social exclusion and isolation. By contrast, a healthy society encourages positive attitudes toward individuals with disabilities and promotes social inclusion. The current review explored disability perception in the light of the in-group vs. out-group dichotomy, since individuals with disabilities may be perceived as a special case of out-group. We implemented a developmental approach to study perception of disability from early age into adolescence while exploring cognitive, affective, and behavioral components of children’s attitudes. Potential factors influencing perception of disability were considered at the level of society, family and school environment, and the individual. Better understanding of factors influencing the development of disability perception would allow the design of effective interventions to improve children’s attitudes toward peers with disabilities, reduce intergroup biases, and promote social inclusion. Based on previous research in social and developmental psychology, education, and anthropology, we proposed an integrative model that provides a conceptual framework for understanding the development of disability perception.
This chapter provides a comprehensive review of autism spectrum disorder (ASD) across different cultures, focusing on prevalence, diagnosis, treatment, and the impact of cultural values and societal norms. It discusses the increasing global prevalence of ASD, highlighting the need for more inclusive research that considers cultural and ethnic diversity. The chapter explores disparities in ASD diagnosis and treatment across cultures, emphasizing the influence of socioeconomic status, cultural beliefs, and access to healthcare services. It also addresses recent advancements in technology-based interventions and the importance of considering cultural factors in ASD research and clinical practice. The authors call for more cross-cultural studies to improve understanding and treatment of ASD worldwide.
This review aims to investigate the challenges and family acceptance of Asian and European families caring for children with cerebral palsy. Ten articles were found through searches of four databases. In both Asian and European contexts, the review reveals a variety of challenges faced by families (physical, psychological, social, emotional and financial). Family acceptance plays a substantial role in overcoming these challenges. In Asian contexts, cultural belief, stigma, prejudice and discrimination have a significant impact on family acceptance, whereas in European contexts, family acceptance is affected by children’s and families’ conditions, parents’ optimism, and their access to health and educational services.
Recent conversations in behavior analysis have increasingly centered around improving compassionate care and cultural responsiveness practices in the field. Behavior analytic graduate programs are uniquely positioned to bring these conversations to the forefront for future generations of behavior analysts. If graduate students are offered education and training in cultural responsiveness and compassionate soft skills, they may be better positioned to serve their future clients. Faculty can prepare to teach and mentor students in this way by first engaging in self-assessment and reflection on these issues, and then by incorporating them into the graduate curriculum through knowledge and skill-building (e.g., readings, role plays, case scenarios). Faculty can also model compassion through thoughtful course design and interactions with students. Areas for future research are also discussed.
Autism is increasing in prevalence and has become a global concern. It has been long recognised that the presence of autism can have a significant impact on family members and that autism can result in greater parental stress than other disabilities. A growing recognition in research has emerged about the religious beliefs held by the families of children with disabilities due to the significant role played by religion in shaping parents’ interpretation and understanding of the disability. Therefore, religious parents may draw upon their faith to help them cope, make sense and construct meanings around their child’s disability. A gap exists in the literature regarding the needs, concerns, and overall experiences of Arab Muslim parents of children with autism. A scarcity in the literature examining autism in the Gulf region has been acknowledged with no research to date in Saudi Arabia which has investigated the burden of autism on the family, child and society. What little research there is in this area has predominantly explored the experiences of parents in Western societies and mostly from a quantitative paradigm. We quite simply do not yet know how autism impacts on families in Gulf counties such as Saudi Arabia. Up until this point it has been quite unfathomable to ask about such experiences in this context, particularly of those most involved in their child’s care; mothers. This ethnographic study therefore set out to explore how Saudi mothers caring for a child with autism recognized and understood autism, what their cultural beliefs and understanding of autism were, and how they coped and adapted with their concerns, worries and needs regarding their children. Two ethnographic methods were employed in the study; participant observation and qualitative interviews. Data analysis showed that mothers’ responses clustered around particular themes. Three major themes emerged from the data (Autism invisibility within the wider society and the difficulties of getting and dealing with the diagnosis; Autism causality and the explanatory frameworks used by mothers to understand the condition; Various internalised and externalised stigmas associated with autism and the relationship of the condition to disability and disablement), each of which offered insight into Saudi mothers’ unique experience of coping, adapting and bringing up a child with autism. Mothers’ Unfinished journey, is the overarching global theme within which all three major organizing themes and sub-themes were grouped. The findings of this study are discussed in detail, as well as the implications of the findings and recommendations for future research.
Claims of the importance of having positive perceptions and expectations of students with learning disabilities (LD) have been repeatedly made over recent years. This article aims to raise awareness of the importance of attributional beliefs in relation to the educational outcomes of students with LD in United States and China. American and Chinese trainee teachers who were at the end of their training were surveyed with vignettes and Likert-scale questions to ascertain their responses to students with and without LD. Overall, the findings suggest that Chinese trainee teachers' attributional pattern is more positive than that of their American counterparts. Implications and recommendations for research and practice are also presented.
The rapid demographic changes in the United States pose a challenge to educators and practitioners in providing services that are sensitive to the needs of children from culturally and linguistically diverse backgrounds. Social competence is paramount to function successfully in school and community environments. Misinterpretation of culturally linked behavior places these children in conflict with expectations for social behaviors between home and school. This article provides an overview of cultural influences on social behaviors of children from diverse backgrounds and suggests practical applications for developing and implementing social skills training programs for these children and their parents.
This study focused on providing a descriptive analysis of patterns of family interaction among bilingual, bicultural Mexican Americans, as provided by the disabled family member. Through a six month follow-up of subjects the study explored the predictive relationship between scores on the Family Environment Scale (FES), and a criterion variable: counselor 6 month rating of progress toward vocational potential. Results were compared with those provided in the original normative study by Moos and Moos (1981), showing statistically significant mean differences (p.05) on 9 of the 10 FES subscales. Correlational analyses also indicated a significant relationship between 6 month rating of progress toward vocational potential and Expressiveness (r=.38, p =.01).
This article addresses issues of ethics, power, and privilege within the context of educating African American learners with disabilities and gifts and talent. After offering pertinent perspectives drawn from critical theory, the authors discuss selected salient critical issues in education, as these issues relate to ethics, power, and privilege. A discussion of special education teacher educators, teachers, and related personnel as change agents follows. Subsequent to this discussion, the authors offer an analysis of three ethical themes and suggest that their use could serve to guide the transformative education of African American learners with disabilities and gifts and talents. The article ends with a preview of subsequent articles of a planned series on ethics, power, and privilege.
Language assessment for the bilingual exceptional child
- R M Paya
The bilingual special education interface
- L M Baca
- H T Cervantes