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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 | |