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Today's Hours
John L. Dart Library
Closed for Maintenance
Phone: (843) 722-7550
West Ashley Library
9 a.m. - 5 p.m.
Phone: (843) 766-6635
Folly Beach Library
9 a.m. - 2 p.m.
*open the 2nd and 4th Saturday
*open the 2nd and 4th Saturday
Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
Closed for renovations
Phone: (843) 883-3914
Wando Mount Pleasant Library
9 a.m. - 5 p.m.
Phone: (843) 805-6888
Village Library
9 a.m. - 1 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. - 5 p.m.
Phone: (843) 889-3300
Otranto Road Library
9 a.m. - 5 p.m.
Phone: (843) 572-4094
Mt. Pleasant Library
9 a.m. – 5 p.m.
Phone: (843) 849-6161
McClellanville Library
9 a.m. – 1 p.m.
Phone: (843) 887-3699
Keith Summey North Charleston Library
9 a.m. - 5 p.m.
Phone: (843) 744-2489
John's Island Library
9 a.m. - 5 p.m.
Phone: (843) 559-1945
Hurd/St. Andrews Library
9 a.m. - 5 p.m.
Phone: (843) 766-2546
Miss Jane's Building (Edisto Library Temporary Location)
9 a.m. – 1 p.m.
Phone: (843) 869-2355
Dorchester Road Library
9 a.m. - 5 p.m.
Phone: (843) 552-6466
Baxter-Patrick James Island
9 a.m. - 5 p.m.
Phone: (843) 795-6679
Main Library
9 a.m. - 5 p.m.
Phone: (843) 805-6930
Bees Ferry West Ashley Library
9 a.m. - 5 p.m.
Phone: (843) 805-6892
Mobile Library
Closed
Phone: (843) 805-6909
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Advocacy for Immigrant Parents of Children with Disabilities.
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- Author(s): Seo Hee Lee; Rocco Dillon, Suzanna; French, Ron; Kyungjin Kim
- Source:
Palaestra. 2018, Vol. 32 Issue 2, p23-28. 6p. - Source:
- Additional Information
- Subject Terms: IMMIGRANTS; AUTISM; CHILDREN'S rights; COMMUNICATION devices for people with disabilities; CULTURE; DISCRIMINATION (Sociology); KOREANS; LANGUAGE & languages; PARENTS of children with disabilities; PHYSICAL education for people with disabilities; SPECIAL education; TEACHERS; CHILDREN with disabilities; COMMUNICATION barriers
- Subject Terms:
- Abstract: Just like non-immigrant parents in the United States, immigrant parents want quality for appropriate special educational services for their child with a disability. However, immigrant parents often have negative experiences working with school professionals who provide special education services. According to Lai and Vadeboncoeur (2013), immigrant parents believe that language and cultural differences impede the establishment of trusting relationships with school staff. However, parental involvement, including that of immigrant parents, is mandated as a part of the Individuals with Disabilities Education Improvement Act (2004), as well as essential to a child's success in school. The purpose of this paper is therefore to provide recommendations for GPE and APE teachers to establish a trusting relationship with immigrant parents of children with disabilities. Recommendations for GPE and APE teachers include: (a) finding effective communication methods, (b) working with classroom teachers and paraprofessionals, (c) providing educational resources, (d) inviting parents to GPE and APE classes, (e) educating parents about PE and their rights, and (f) understanding cultural differences. [ABSTRACT FROM AUTHOR]
- Subject Terms:
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