| The purpose of this multiple ease study was to examine ways two families from different cultures negotiate their perspectives with a special education system in the United States. The cases included interviews with one family from Mexico and one from Vietnam; in addition, observations were conducted in the children's special education preschool classrooms. The primary question asked was how do cultural perceptions influence the family's participation in special education preschool? Although the cultures are vastly different, there are remarkable similarities. The findings of this multiple case study illustrate a concern for their children to succeed in school. The primary limitations to participation in the classroom are language barriers, busy work schedules, and other children in the family. A way to encourage communication between families and schools is to provide information in home languages in a method that is preferred by the family. There is also a lack of understanding of the system that can be mediated by providing information about meetings prior to the date. Both families appreciate the school system in the ITS because special education exists in neither Mexico no Vietnam. They are grateful for the progress their students have made and would like their children to succeed in school . |
