Collaboration during IEP and IFSP Meetings in a Refugee Resettlement Community: Lessons from Cultural Liaisons

• Published in: Multiple voices for ethnically diverse exceptional learners Vol. 17; no. 2; pp. 34 - 44
• Main Authors: Hurley, Jennifer J, Clark, David W, Fonseca-Foster, Katherine A, Pyne, Sabina K, Warren, Rachel A
• Format: Journal Article
• Language: English
• Published: Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children 2017
• Subjects: Cooperation; Cultural Differences; Grounded Theory; Individualized Education Programs; Individualized Family Service Plans; Land Settlement; Meetings; Qualitative Research; Refugees; Semi Structured Interviews; Special Education; Special Education Teachers; Teacher Education; Translation
• ISSN: 1547-1888
• DOI: 10.5555/2158-396X.17.2.34

Teachers working with refugee families who are culturally and linguistically diverse (CLD) and receiving special education services often rely on cultural liaisons to provide interpreter and translator services during Individualized Educational Program (IEP) and Individualized Family Service Plan (IFSP) meetings. The purpose of this qualitative study was to interview nine cultural liaisons, who live in a refugee resettlement community, regarding their experiences and advice for teachers when conducting IEP and IFSP meetings with refugee families. Semistructured interviews resulted in themes or suggestions for teachers on how to prepare for the meetings, conduct the meetings, and communicate with families through the cultural liaison in addition to an appeal for teachers to learn about the cultures and consistently demonstrate respect. Implications for future research and teacher preparation are discussed.