Self-Determination of Young Children With Special Needs From Culturally and Linguistically Diverse Backgrounds

Abstract

Teaching self-determination skills is an effective way to improve the quality of life of individuals with disabilities. Embedding self-determination strategies in early childhood curriculum helps students with disabilities gain access to the general education. Considering families’ cultural values can improve relationships between professionals and parents, as well as maximum the effectiveness of intervention. However, there has been limited research to address self-determination in young children from culturally and linguistically diverse backgrounds. This article is a literature review of studies that addressed self-determination in young children with special needs and those from culturally and linguistically diverse backgrounds. An analysis of the findings reveals that self-determination needs to be adapted according to a child's age and their cultural values. To promote development of self-determination in young children with disabilities from culturally and linguistically diverse backgrounds and to build collaborative relationships with families, professionals need a better understanding of various cultural values. Implications and practices for professionals and educators are provided.

Keywords:

• culturally and linguistically diverse
• early childhood practitioners
• families
• self-determination
• young children

Notes

Because the term CLD may include a wide range of different cultures (including European Americans), we use the term culturally and linguistically diverse (CLD) to refer to those people who are non-White or non-European American in the United States, such as African American, Hispanic American, Native American, or Asian American.