Developing Culturally Competent Programs for Families of Children with Special Needs
Richard N. Roberts
This monograph provides a framework for programs, states, and organizations to think about the issues in developing culturally competent programs for families of children with special needs. It offers a variety of examples from programs across the country that are providing exemplary services. The monograph is designed to help program makers compare their efforts with others, to provide options for planning additional services or altering services in existing programs, or to develop new programs. Monograph sections cover the following topics: (a) general issues in developing culturally competent programs as they relate to community-based family-centered care; (b) specific issues in policy and practice, such as assessment, outreach, family involvement, staffing, use of translators, client load, professional-paraprofessional partnerships, and training and support; and (c) descriptions of programs funded by the Bureau of Maternal and Child Health that serve families in several different types of settings.
Richard N. Roberts. Developing Culturally Competent Programs for Families of Children with Special Needs (1990). Early Intervention Research Institute: Logan, Ut.
Sponsoring Agency: Maternal and Child Health Bureau
Reading Level: Average
Formats Available: Printed Material
(Material is available at no charge, contact address below c/o Richard Roberts, the materials principal author )
Early Intervention Research Institute
Utah State University
6580 Old Main Hill
Phone: (435) 797-1172
Languages Available: English
Intended User Audience:
The intended audience is service delivery personnel, program administrators, and preservice students. Teams, such as staff in a program or a particular early intervention setting, best use the material.
A multicultural workgroup developed this material. This group included
individuals from the following cultural and linguistic groups:
African American, Hispanic American, Asian American (including Laotian,Hmong, Cambodian), Native American, and European American. These individuals were from early intervention programs as well as from a variety of disciplines (e.g., psychology, nursing, child development, and family studies).
No formal evaluation data has been collected. Informal feedback from
participants in training institutes has been overwhelmingly positive.
Participants in these institutes have been primarily service delivery
personnel and have represented a variety of cultural and linguistic groups.
Approximately 8000 copies have been disseminated in the United States.
Individuals in Sweden and South Africa have also requested copies of this material.
If you have used this item and would like to comment on it, please send a message With your comments to the
CLAS Webmaster. In your message, please indicate the title,
author, and CLAS Accession Number (see Bibliographic Information above) for the document.