Suchergebnisse

Culturally and linguistically diverse families face substantial barriers in the special education system and seek support from cultural brokers to help them navigate it. We used a qualitative design to study cultural brokering experiences among Latinx families of children with extensive support needs and cultural brokers. Through individual interviews with 10 Latinx families of children with extensive support needs, and focus groups with 10 Latinx cultural brokers, this study shows how cultural brokers inform, encourage, assist, and provide emotional support for Latinx families, and revealed their motivations, qualities, and skill sets. The findings also include recommendations for teachers and schools who want to engage in cultural brokering to improve their partnership with Latinx families.

This article examines the experience of inclusive education from the perspective of disabled children. We worked with the observations of, and interviews with, 15 children, aged 5–17 who go to a mainstream school. The study is set in the context of a 3‐year research project exploring the practice of inclusive education in Flanders. Here, we report on the key findings from the children's accounts, focusing on what they had to say about themselves, what they think about school, friends, support and their future prospects.