The purpose of this book is to present narratives of culturally and linguistically diverse families who attempted to navigate the complexities of the special education system in California. Vogel-Campbell gives the reader a short confession of her background as a white, cisgender, monolingual, upper-middle-class woman who is in the process of unpacking what it means to be a white educator working within an oppressive system to bring about a transformational shift in order to sustain diverse families and communities. She presents a series of narratives derived from email and video conference interviews with parents and caregivers of children with disabilities. These narratives reveal myriad difficulties the families experience when culturally and linguistically diverse children require special education and related services guaranteed to them by federal and state laws. Many of the families are bilingual with English as a second language. Vogel-Campbell offers a series of recommendations to education professionals when they encounter similar situations with families in the future. Recommended. Advanced undergraduates through faculty; professionals.

Choice Reviews

As a special education professional who does not necessarily share the cultural background of many of the students served in special education, I can greatly appreciate the information provided in this book. It is absolutely crucial to understand the experiences that all families bring to the IEP meeting table, and this book helps to provide a bit of reference to help special educators better understand and relate to the families from a variety of backgrounds and experiences. I found the parent narratives particularly enlightening, as they provided a first-hand look at the experiences of various families. This is a book that could be used for pre-service teachers as well as those in-service.
In addition to providing relevant information for today’s inclusive environments, it is well written and grounded in solid research.

Kelly Alves, EdD, University of Mount Olive

This practical and useful book provides educators and those interested in more democratic and equitable special education service delivery teams with the concrete tools needed to change systems of inequity. The author combines culturally situated and responsive framings with thoughtful reflection questions, strategies, and considerations for creating more just and equitable systems for students with disabilities. It will be useful to an array of professionals and advocates across the educational system.

Catherine Kramarczuk Voulgarides, City University of New York - Hunter College

A compelling and lyrical account of the experiences of parents and caregivers advocating for the needs of their children within the world of special education. Interviews with eleven families give insight into personal stories deep with love, and they showcase a broad range of services available for children while never losing sight of what makes the families unique. Kristin Vogel-Campbell’s knowledge of the system as a classroom teacher, program specialist, and administrator, strengthens this work and its practical applications. It is impossible not to have the families in sight as you read, and their narratives are supported with reflective questions, suggestions, and opportunities for professional growth. A must-read for pre-service and in-service teachers as well as anyone with a stake in children’s education.

Liz Murray, EdD, Early Childhood Education Assembly of the NCTE

Kristin Vogel-Campbell offers the field of teacher education a wake-up call into the realities of families often on the outskirts of critical special education processes—the Individualized Education Program. Through 11 distinct narratives, informed by a qualitative inquiry, Vogel-Campbell eloquently describes the lived experiences of parents with intersecting identities as they navigate securing services and resources for their children in a school system not designed with them in mind. She challenges readers to examine the current trends and offers possibilities emphasizing the various forms of community cultural wealth families bring to school.

Rosalinda J. Larios, California State University, Fullerton

Partnering with Culturally and Linguistically Diverse Families in Special Education offers a unique opportunity to engage with families and caregivers who sit at the intersections of cultural and linguistic diversity, an often overlooked community in special education. The author presents a framework that combines cultural humility with disability studies to better support these families within the current and traditional special education system. Rooted in social justice, the works presented here aim to change the narrative in who is valued and centered in special education. Dr. Vogel-Campbell's research has the potential to create systemic change in special education.

Elizabeth A. Harkins Monaco, William Paterson University