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Arab American children with disabilities have been largely neglected in literature pertaining to racial and ethnic minorities in special education in the United States. Few policy makers, human service practitioners, and researchers in this country are likely aware of the tens of thousands of Arab American children with disabilities. This paper offers guidelines for addressing the unique needs of Arab American children with disabilities. These guidelines address: awareness of Arab culture, outreach programs for Arab American families having children with disabilities, assessment of Arab American children, Arab American parent involvement in their children’s education, Arab American children’s English language proficiency, overrepresentation of Arab American children in special education, and conducting further empirical research on Arab American children with disabilities. The paper also provides preliminary evidence to support further exploration of the numbers, characteristics, and experiences of Arab American children with disabilities. The issues and discussions in this paper are of particular relevance as special education and related service providers in the United States continue to explore more culturally appropriate interventions and supports for minority children with disabilities and their families.
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- Addressing the Unique Needs of Arab American Children with Disabilities
Jamal M. Al Khateeb
Muna S. Al Hadidi
Amal J. Al Khatib
- Springer US