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IEP Considerations for Multilingual Families by Monique Monroe 

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IEP Considerations for Multilingual Families by Monique Monroe 

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It is important to consider the environment we are bringing multilingual families into for IEP meetings. This environment must have the resources needed for proper translations and cultural responsibility to respect the values and identity of our diverse families.

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It is important to also consider how one's school environment may have hidden biases a student or a family may have to endure. Understanding how to best support a family feel supported and celebrated for their individual beliefs is important to build trustworthy relationships with families. IEP meetings should be a gathering of a specialized team of individuals ready to support a family.

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Honoring Multilingual Students in the Classroom

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Honoring Multilingual Students in the Classroom

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Honoring a student’s native language in the classroom is a powerful way to build trust and a sense of belonging—not just for the student, but for their family as well. When educators intentionally value and include students’ home languages, it signals respect for their identities and opens the door to deeper engagement with multilinguistic families during IEP meetings. To genuinely support these families, educators must first reflect on their own cultural assumptions and potential biases.

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1. Lo, Lusa. (2008).
Title: Collaboration between Parents of Children with Autism and Special Education Professionals: A Study of Asian American Parents
Journal: Preventing School Failure: Alternative Education for Children and Youth, 53(1), 33–41.
Summary: This article explores the communication barriers and cultural misunderstandings between Asian American parents and school professionals during IEP processes. It offers recommendations for increasing collaboration with linguistically diverse families.

2. Zionts, Laura T., Harrison, Stephanie, & Bellinger, Jennifer. (2016).
Title: Serving Culturally and Linguistically Diverse Families of Children with Disabilities: The Evolution of Parent Training Programs
Journal: Intervention in School and Clinic, 51(3), 167–173.
Summary: This article reviews training and support strategies that schools can offer to families from diverse linguistic backgrounds, especially during IEP meetings. It emphasizes culturally responsive communication and inclusive practices.

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3. Harry, Beth, & Klingner, Janette. (2006).
Title: Why Are So Many Minority Students in Special Education? Understanding Race & Disability in Schools
Publisher: Teachers College Press
Summary: While this is a book, it includes critical chapters and case studies addressing challenges that multilingual families face in the special education system, including IEP participation and advocacy barriers.

4. Garcia, Shernaz B., & Ortiz, Alba A. (2004).
Title: Preventing Disproportionate Representation: Culturally and Linguistically Responsive Prereferral Interventions
Journal: Teaching Exceptional Children, 36(4), 64–68.
Summary: This article emphasizes early intervention and collaboration with culturally and linguistically diverse families before and during the IEP process. It provides guidelines for effective, equitable engagement.

5. Trainor, Audrey A. (2010).
Title: Diverse Approaches to Parent Advocacy During Special Education Home–School Interactions: Identification and Use of Cultural and Social Capital
Journal: Remedial and Special Education, 31(1), 34–47.
Summary: This study examines how culturally and linguistically diverse families navigate special education systems and the importance of schools recognizing and building on families’ cultural knowledge during IEP meetings.

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My informational video will discuss the importance of connecting and collaborating with families to further understand a child's individual needs in an educational setting. This informational video will also discuss how it is important to support families in their native language and offer resources such as translators and materials which are translated. It is also important to provide these materials prior to an important IEP meeting so families of differing languages can have time to properly understand the material, reflect on the material, and respond accordingly in alignment with their hopes, wishes, strengths and weaknesses.