快活林性息

The graduation rate of students enrolled in special education services is lower than nondisabled students. Students with disabilities from culturally and linguistically diverse (CLD) backgrounds, in particular, are falling significantly behind their non-disabled peers in the majority population. In order to close the achievement gap, administrators and teachers need appropriate training focused on how to best serve the unique needs of CLD students with disabilities. Research on the characteristics and experiences of diverse families provide special education personnel the understanding of a family's cultural framework that is necessary to build effective family-school partnerships.

Unfortunately, there is currently very little understanding and research literature on some populations. Our current research efforts address the need to develop special education programs meeting the needs of families from the Middle East, North Africa, and Southwest Asia (MENASWA) with children who have been identified with disabilities. Research on MENASWA students with disabilities have previously been overlooked or difficult to conduct, partially as a result of racial/ethnic classifications that lack an appropriate choice for this distinct population.

Our study aims to find accurate demographic data about MENASWA families with children who are part of special education programs in the United States. The quantitative study also seeks to gain insight about their experiences, determine significant correlations to relevant demographic factors, and identify which strategies for serving students with disabilities are the most helpful as perceived by MENASWA families.

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