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About the Authors | |
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Foreword | |
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Preface | |
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Acknowledgments | |
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Cultural Underpinnings of Special Education | |
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Cultural Identity and the Acculturation Process | |
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Special Education as a Cultural Institution | |
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Focus of This Book | |
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Becoming a Member: The Importance of Embedded Beliefs | |
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Toward a Posture of Cultural Reciprocity | |
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Legal and Epistemological Underpinnings of the Construction of Disability | |
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Social Construction of Disability | |
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Cultural Underpinnings of Special Education Law | |
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IDEA as a Cultural Statement | |
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Individualism in IDEA | |
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Choice in IDEA | |
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Equity in IDEA | |
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Contrasting Cultural Traditions | |
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Alternative Concepts of Self | |
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Differing Perceptions of Immutable Characteristics | |
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Principle of Value Inequality | |
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Cultural Underpinnings of Special Education Epistemology | |
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Clinical Perspective | |
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Disability Is a Physical Phenomenon | |
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Disability Is an Individual Phenomenon | |
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Disability Is a Chronic Illness | |
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Disability Requires Remediation or "Fixing" | |
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Contrasting Traditions in Defining Disability | |
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Disability Is a Spiritual Phenomenon | |
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Disability Is a Group Phenomenon | |
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Disability Is a Time-Limited Phenomenon | |
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Disability Must Be Accepted | |
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The Role of Professional Expertise and Language in the Treatment of Disability | |
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The Charge for Expert Diagnosis and Treatment | |
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Expert Knowledge as Categorical and Objective Knowledge | |
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The Language of Objectivity | |
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The Value-Neutral or Euphemizing Process | |
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The Abstracting Process | |
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The Medicalizing Process | |
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The Training of Experts | |
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Ensuring Accountability | |
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The Conflict of Egalitarianism and Expertism | |
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Egalitarianism and American Professionals | |
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The Professional as a Parent | |
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Scientific Knowledge versus Everyday Knowledge | |
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Equity versus Hierarchy in the Structuring of Parent-Professional Communication | |
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The Mandate of the Law Regarding Parental Participation | |
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Implementation of the Mandate | |
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The Reality of the IEP Meeting | |
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The Order of Speakers and the Types of Reporting in IEP Meetings | |
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Professionals' Perspectives on Parenting Styles | |
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Assumptions about "Parenting Skills" | |
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Assumption of Universal Applicability | |
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Assumption of Right versus Wrong Practice | |
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Negative Effects of the Assumptions of Universality and Deficiency on Parent-Professional Interaction | |
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Culture and Parental Ethnotheories | |
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The Impact of Family Values, Structures, and Interactions on Parental Ethnotheories | |
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Family Values: Equality versus Hierarchy | |
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Family Structures: Extended versus Nuclear | |
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Family Interactions: Enmeshment versus Disengagement | |
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Group Status and Community Identity | |
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Parenting and Disciplinary Practices | |
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Authoritarian versus Democratic Parenting Practices | |
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Religious Influences | |
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Sociological Influences | |
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Epistemological Influences | |
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Cultural Parameters of Child Abuse versus | |
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Acceptable Discipline | |
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Spanking | |
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Healing and Medical Practices | |
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Parenting Styles and the Child Welfare System | |
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Goal Setting for Students: Parents' versus | |
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Professionals' Expectations | |
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Independence | |
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Differences in the Meaning of Independence | |
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Differences in the Milestones Toward Independence | |
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Independence in Adulthood | |
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Individuality | |
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The Child as an Individual with Rights to Maximize His or Her Potential | |
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The Ideal of Personal Choice | |
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Work | |
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Personal Value Judged by Economic Productivity | |
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Definitions of Meaningful Work | |
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The Posture of Cultural Reciprocity | |
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The Need for a Posture of Cultural Reciprocity | |
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Four Steps of the Posture of Cultural Reciprocity | |
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Key Features of the Posture of Cultural Reciprocity | |
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Goes Beyond Awareness of Differences to Self-Awareness | |
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Aims for Subtle Levels of Awareness of Differences | |
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Has Universal Applicability | |
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Avoids Stereotyping | |
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Ensures that Both Parents and Professionals Are Empowered | |
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Applications of the Posture of Cultural Reciprocity | |
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Kou: "A Sign of Grace" | |
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Rani: "She's Becoming Rebellious" | |
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Annie: "The Good Mother" | |
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Nancy: "Their Culture Isn't Helping Them" | |
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References | |
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Index | |