Culturally Responsive School-Based Family Interviewing: Engaging in Empathic Family Partnerships

Introductory Statement

This guide was developed in collaboration with Dr. Bryn Harris PhD. Dr. Harris is a professor of School Psychology with expertise in culturally responsive assessment, and disproportionality in special education services, among many others.

Every family and child deserves to be seen and known and it is through deeply knowing and understanding a child and their familial and cultural contexts that we can best serve them. In the Special Education evaluation process and within a culturally responsive MTSS process, it is imperative that the child’s contexts are considered in selecting appropriate assessments, interpreting data, planning interventions, and supporting the child holistically.

The demographics of Colorado are increasingly diverse and educators must be prepared to support all families, especially those from historically minoritized cultural and linguistic backgrounds with diverse cultural and linguistic backgrounds. The Bell Policy Center reports that the number and share of racially and ethnically minoritized individuals is projected to increase from 1.8 million in 2017 to 4.0 million in 2050. Hispanic/Latinos will represent over one-third of the Colorado population by 2050 and all racially and ethnically minoritized individuals are predicted to comprise about 46% of Colorado’s population in 2050 compared to about 30% in 2015.  

Use of this guide

While the primary focus of this guide is how to conduct culturally and linguistically responsive family interviews to inform the IEP process, such interviews will be most fruitful when situated within a larger commitment to and process of equity work, both at the individual and systems level. The following interview preparation checklist and questions can be used on their own. However, there is a significant opportunity to have a greater impact on children, families, and the community by engaging in the larger process outlined in this guide. This will, in turn, lead to more welcoming and inclusive communities, improved family partnerships, more culturally informed and skillful professionals, and ultimately, a stronger MTSS and Response to Intervention processes and more culturally and linguistically responsive IEPs and services for students with disabilities from all backgrounds. This guide is meant to be used by anyone conducting family interviews in the school setting and is not bound by discipline. All educators can and should be prepared to conduct interviews with families as part of a larger systemic initiative to increase equitable outcomes for children. 

This guide is not meant to be prescriptive or directive, nor should the information herein be construed as legal advice.

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Quiz and Certificate

Those desirous of obtaining CDE clock hours for engagement with the content in this guide can do so by clicking on the Quiz button located at the bottom of each module page.  The course is broken into 5 sections which consist of 1 reflection and 4 modules.  1 clock hour will be awarded upon completion of each section.

Culture is a predominant force.  

People are served in varying degrees by the dominant culture. 

There is diversity within and between cultures.

Every group has unique culturally-defined needs.

People have personal identities and group identities.   

Marginalized populations have to be at least bicultural.

Families, as defined by culture, are the primary systems of support 

The diverse thought patterns of cultural groups influence how problems are defined and solved.  

The absence of cultural competence anywhere is a threat to competent services everywhere

Certificate for Equity from the Beginning Reflections

Complete the brief certificate survey to receive a personalized certificate for 1.0 clock hour. 

Equity from the Beginning Certificate

Sections In this Course