Working with Multilingual Families of Blind and Low-Vision Students
“We cannot undo systems of oppression with positive thoughts and intentions. We need to look at our policies and procedures as the tools to equity within our schools.”
-Dr. Conchita Hernandez -MSDE-
Introduction to Working with Multilingual Families of Blind and Low-Vision Students
Navigating the educational landscape for students with visual impairments demands a collaborative approach involving educators, families, and community stakeholders. Dr. Conchita Hernandez Legorreta, an esteemed figure in the field of special education, provides valuable insights into fostering meaningful engagement with families, particularly within multilingual communities. In this blog post, we delve into key strategies and actionable steps derived from Dr. Hernandez Legorreta's presentation at The 2023 TVI Symposium.
After the presentation, Sherry said, “Loved the new ideas to include the families so they feel invested and "learn" not just feel like information is thrown at them that they don't understand.“
About Dr. Conchita Hernandez Legorreta
As a Doctorate holder in special education with a focus on blind English learners and extensive experience as a rehabilitation counselor and TVI, Dr. Hernandez Legorreta brings a wealth of expertise to her role as the Maryland Statewide Blind and Low-Vision Specialist. Her dedication to disability rights advocacy and her presidential appointment to the National Board for Education Sciences underscore her commitment to promoting equity and inclusivity in education.
Barriers to Multilingual Family Engagement
The experiences of parents within school districts reveal a recurring theme of challenges stemming from cultural differences and inadequate translation services. Despite efforts to accommodate diverse backgrounds, districts often fall short in providing timely and consistent translations, exacerbating communication barriers and hindering parental involvement. Cultural differences in educational backgrounds further compound these challenges, with technology limitations and transportation issues adding to the complexity. Additionally, the fear of judgment and embarrassment perpetuates reluctance among families to engage fully with schools, especially concerning disability-related matters. These observations underscore the critical need for improved language access and cultural sensitivity within educational settings, as highlighted in discussions around English learner testing and the perspectives of both schools and families.
Examples of Barriers to Multilingual Family Engagement:
● Parents are not always engaged in the IEP meetings.
● Paperwork is not turned in on time.
● Poor communication from the parents to the school, and vice versa
● Educators have a lack of training on how to work with this population
● Schools only communicate negative student behaviors..
● Interpreters are not always provided
● Families feel lucky to receive services, but do not understand what is being provided.
● Parents do not feel like equal IEP team members
How can we make our work with multilingual learners with visual impairments and their families more equitable?
In education, equity is fundamental to ensuring that all students have access to the resources and support they need to succeed. Accessibility, a key component of equity, includes accommodations to remove barriers to learning. Evaluating our policies and procedures is crucial to determining whether they reflect principles of equity and inclusivity.
To effectively serve our most marginalized students, including those who are blind or low-vision, English learners, students of color, and those from low-income backgrounds, we must actively address systemic inequalities and tailor support to their unique needs. Improving as educators requires a commitment to fostering equity in our practices, including ongoing professional development to enhance our understanding of diverse student populations and refine our approaches to education and rehabilitation.
Engaging Families of Multilingual Learners with Visual Impairments
Practical strategies for boosting family involvement in education involve understanding and valuing the expertise of parents. Dr. Hernandez Legorreta emphasizes the importance of recognizing families as experts in their children's lives and experiences. By adopting a humanistic approach and acknowledging the diversity within families, educators can foster meaningful partnerships. This includes empowering families to actively participate in decision-making processes, such as Individualized Education Program (IEP) meetings, and embracing an asset-based perspective on disability and family engagement. Additionally, providing tailored support, such as addressing unresolved trauma and ensuring effective communication, is essential for building trust and strengthening relationships between schools and families.
“I appreciated ideas of reaching parents with one point of contact and that a blast email did not work, but needed to call individually to get engagement. Thank you for that tip!!”- Cheryl
Ways to Increase Family Engagement
In order to increase family engagement, Dr. Hernandez suggests that we look at the educational systems in place at our educational institutions.
Teachers of Students with Visual Impairments may feel that we do not have the power to make massive changes to the conditions that propel family engagement.
▪ Build a relationship with the parents.
▪ Ask parents what their goals are for their children, short and long term, not related to academics. Come back to those when having discussions about IEP, school, goals, behavior, etc.
▪ Provide translated documents at a 6th grade language level. Procedural safeguards are written at a college level, which the parents may not be able to understand.
▪ Create a communication plan with families: one point of contact in the school, parents' preferred method of contact, log of interactions, communication of goals student is working on.
▪ Set up a day for families to come in person and receive support filling out paperwork.
▪ Set a time for meetings, and know that the meeting will begin 30-45 minutes later.
▪ Communicate with families using the communication method they use. For example, using Whatsapp instead of email.
▪ Create engagement events specifically around this population.
In conclusion, working with multilingual families of blind and low-vision students necessitates a comprehensive approach that addresses systemic barriers and fosters meaningful partnerships between educators and families. Dr. Conchita Hernandez Legorreta's insights underscore the importance of equity and inclusivity in education, emphasizing the need to tailor support to the unique needs of marginalized student groups. By recognizing families as experts in their children's lives and experiences, educators can enhance family engagement through practical strategies such as soliciting parents' goals, providing translated documents, and establishing effective communication channels. Ultimately, building trust and strengthening relationships between schools and families is essential for creating an inclusive and supportive learning environment for all students.
Resources for Working with Multilingual Families of Blind and Low Vision Students
● OSEP Spanish Glossary Project: IDEA and special education terms in Spanish
● Anti-Ableist Glossary of Terms in Spanish by Dr. Sara Acevedo
● Paths to Literacy: Resources for Teaching English as a Second Language to Learners with Blindness or Visual Impairment
● Do's and Don’ts of teaching Els
● Colorín Colorado: Evidence-based practices for teaching EL students
● TVI Portal Maryland (Spanish, Arabic, French and world braille cheat sheets)