Algorithms of Access: Immigrant Mothers Negotiating Educational Resources and Services for their Children
Main Article Content
Keywords
disability, education, accessibility
Abstract
References
Collins, P. H. (1990). Black Feminist Thought: Knowledge, consciousness and the politics of empowerment. Boston: Unwin Hyman.
Goris-Rosarion, A. A., (1994). The Role of the Ethnic Community and the Workplace in the Integration of Immigrants: A Case Study of Immigrants in New York City. (Unpublished doctoral dissertation). Fordham University, New York.
Guarnizo, L. E. (1994). Los Dominicanyorks: The Making of a Binational Society. Annals of the American Academy of Political and Social Science, 533, 70-86.
Guevarra, A. R. (2009). Marketing Dreams, Manufacturing Heroes: The Transnational Labor Brokering of Filipino Workers. New Brunswick, NJ, USA: Rutgers University Press.
Hale, C. M. (2011). From Exclusivity to Exclusion: The LD Experience of Privileged Parents. The Netherlands: Sense.
Hernandez, R. & Rivera-Batiz, F. I., (2003). Dominicans in the United States: A Socio-economic profile, 2000. Dominican Research Monographs of the CUNY Domincian Studies Institute. New York: City College of New York
.
Hoff, M. K., Fenton, K. S. Yoshida, R. K. & Kaufman (1978). Notice and consent: The school’s responsibility to inform parents. Journal of School Psychology, 16 (3), 265-272.
Kalanypur, M. & Harry, B. (1999). Culture in special education: Building reciprocal Family-professional relationships. Baltimore, MD: Paul H. Brookes.
Lipsky, D. K. (1985). A parental perspective on stress and coping. American Journal of Orthopsychiatry, 55 (4), 614-617.
Lipsky, D. K. (1989). The roles of parents. In D. K. Lipsky & A. Gartner (Eds.), Beyond separate education: Quality education for all (pp. 159-179). Baltimore: Paul H. Brookes.
Lopez, N., (2003). Dismantling race-gender work experiences: Second-generation Caribbean young adults in New York City. In P. Hondagneu-Sotelo (Ed.), Gender and U.S. Immigration: Contemporary Trends (pp. 174-93). Los Angeles: University of California Press.
Montgomery, S. (1992). Objects of uncommon interest: Reflections on Japan and "The Japanese" The Massachusetts Review, 33 (2), 261-285.
Ong-Dean, C. (2009). Distinguishing disability parents, privilege and special education. Chicago: University of Chicago Press.
Siebers, T. (2008). Disability theory. Ann Arbor: University of Michigan Press.
Slee, R. (2004). Meaning in the service of power. In L. Ware (Ed.), Ideology and the politics of InExclusion (pp. 46-60). New York: Peter Lang.
Sonnenschein, P. (1981). Parents and professionals: An uneasy relationship. Teaching exceptional children, 14, 62-65.
Valle, J. W. & Connor, D.J. (2010). Rethinking disability: A disability studies approach to inclusive practices. New York: McGraw-Hill.
Valle, J. (2009). What mothers say about special education, from the 1960s to the present. New York: Palgrave Macmillan.
Ware, L. P. (1994). Contextual barriers to collaboration. Journal of Educational and Psychological Consultation, 5 (4), 339-357.
Ware, L. P. (1999). My kid and kids kinda like him. In K. Ballard (Ed.), International voices on disability and justice (pp. 43-66). London: Falmer Press.
Ware, L. P. (2001). Writing, identity and the other. Journal of Teacher education, 52(2), 107-123.
Ware, L. P. (2003). Working past pity: What we make of disability in schools. In J. E. Allan (Ed.), Inclusion, participation and democracy: What is the purpose? (pp. 117-137). Boston: Kluwer Academic Publishers.
Ware, L. P. (2004). Ideology and the politics of InExclusion. New York: Peter Lang.
Article Sidebar
Article Details
RDS Journal is an open-access journal, create a free account to read full articles and to submit a proposal. For visual arts and multimedia, submission will be considered evidence that you are offering RDS the right to display your work without penalty, compensation or royalties.
Gay Wilgus, Assistant Professor, City College of New York, CUNY
Gay Wilgus is an assistant professor in the Graduate Program in Early Childhood Education at the City College of New York, CUNY. Her current research centers on the experiences of mothers from immigrant backgrounds as they seek services and schooling for their children with disabilities in New York City. She is the editor of Knowledge, Pedagogy and Postmulticulturalism: shifting the locus of learning in urban teacher education (Palgrave, 2013).Jan Valle, Associate Professor, The City College of New York
Jan Valle is an associate professor in the Department of Teaching, Learning, and Culture at The City College of New York. Her research interests include inclusive education, parents and families of children with disabilities, disability studies in education, and disability and theatre arts. She is the author of What Mothers Say About Special Education: From the 1960s to the Present (2009) and Rethinking Disability: A Disability Studies Approach to Inclusive Practices (2011).
Linda Ware, Associate Professor, State University of New York
Linda Ware is an Associate Professor of Education at the State University of New York in Geneseo, NY. She has authored numerous publications on educational inclusion and the implementation of humanities-based disability studies in education informed by her teaching in urban, suburban, and now, rural educational settings. She consults with universities in the implementation of institutional change to support disability studies in higher education.