Many Voices at the Table: Collaboration Between Families and Teachers of Somali Students with Autism

Background:  

Somali refugee children are disproportionately likely to be diagnosed with autism (e.g., Estrem & Zhang, 2010), although autism is virtually unheard of within Somalia itself (McNeil, 2009). Data are inconclusive and several theories have been put forth to explain this pocket of elevated incidence (e.g., vitamin D deficiencies, duplicate vaccinations) (Barnevik-Olsson, Gillberg & Fernell, 2010; Delberto, 2011).

Family participation in the IEP process yields better outcomes for students with autism and other disabilities (e.g., Olvios, Gallagher, & Aguilar, 2010) and yet culturally and linguistically diverse (CLD) families tend to participate in the special education decision-making process at lower rates than their American-born white, English dominant counterparts (Lo, 2012). Certain best practices have been associated with more collaborative IEP meetings in both American-born white families and in majority CLD groups (e.g., African Americans, Asians, Latinos). Little research has examined the effectiveness of IEP practices in the context of a less familiar CLD group (e.g., first generation Somali refugee families).

Objectives:  

Participants will learn about important themes related to the collaboration between Somali-American mothers of students with autism and American-born teachers in the IEP development process and how these themes yield practical implications.

Methods:  

This qualitative multiple case study (Yin, 2009) examined the IEP process in the context of three Somali-American boys with autism. The student’s mother and primary teacher were interviewed before, immediately following, and one month after the students’ IEP meetings, using semi-structured interview protocols. Alongside these interviews, the researcher analyzed observations of the educational decision-making dynamics at the IEP meetings and pertinent educational documents from the students’ files (e.g., draft and final IEPs, diagnostic reports). Theme analysis drew on both a priori and emergent codes and was informed by the constant comparative approach (Charmaz, 2000). Themes were organized into three phases: before, during, and after the IEP meeting.

Results:  

Results of this study corroborate the importance of certain established best practices (e.g., structured agendas to structure IEP meetings, less reliance of special education jargon). However, the present study also extends and challenges previous research, suggesting that an over-emphasis on cultural sensitivity can in fact impede authentic communication between family members and special educators and highlighting the importance of culture in facilitating on-going educator/family member interactions (e.g., impromptu conversations at pick up and drop off) in addition to those related directly to the IEP process.

Conclusions:  

A close analysis of the interactions among this very specific group of individuals can lead to important questions about how autism is understood. It is important for educators to understand the variety of beliefs about autism and autism education in order to enhance collaboration with CLD families.