This case highlights how culturally responsive relational pedagogy and bilingual support can empower immigrant families in special education processes. When educators engage families with linguistic and cultural sensitivity, they foster trust, enhance understanding, and improve educational outcomes for students with disabilities.

Introduction:

Relational pedagogy emphasizes building trust, mutual respect, and shared understanding between educators, students, and families. This case explores how these principles were applied to support the Jun family - recent immigrants from Korea - as they navigated the unfamiliar U.S. special education system. Their daughter Eunyoung, who experienced significant learning delays, required an Individualized Education Program (IEP) to receive appropriate support. However, the family initially faced language barriers and cultural misunderstandings that hindered their participation. 

Through intentional relational practices, including assigning a bilingual coordinator and encouraging cross-cultural dialogue, educators built a partnership with the family. This example illustrates the importance of relational approaches to ensure inclusive and equitable educational planning, especially for linguistically and culturally diverse families.

Case Study Description:

Eunyoung, a Korean-American elementary student, exhibited severe learning delays that prompted the school to initiate the IEP process. Her parents, unfamiliar with the formalities of U.S. special education, faced confusion and hesitation during initial meetings. Technical terms such as “accommodations,” “modifications,” and “extended time” were unfamiliar. Cultural norms around deference to authority also discouraged the Jun family from asking questions, resulting in passive agreement to plans they didn’t fully understand.

To address these challenges, the school assigned Ms. Wilson, a bilingual Korean-English special education coordinator. During meetings, she paused the formal discussion to explain critical IEP concepts in Korean, using accessible analogies, such as comparing test accommodations to an athlete needing extra practice. This shifted the dynamic, inviting the family into a more collaborative role.

Ms. Wilson also asked the Juns to share Eunyoung’s learning strengths and challenges from their previous schooling experience in Korea. She also met with the family and did a home visit to build a strong relationship. The family learned about the effectiveness of direct instruction, visual cues, and predictable routines. These preferences were incorporated into a revised IEP, which included pictorial schedules, color-coded homework folders, and simplified visual instructions.

This culturally responsive partnership helped Eunyoung thrive. Her confidence and classroom engagement improved notably over the year, affirming the value of honoring family knowledge and reducing communication barriers.

Quotes/Reflections:

“At first, we felt overwhelmed by all the unfamiliar terms and processes,” Mr. Jun reflected. “But having Ms. Wilson explain everything in Korean made us feel respected and included. Now, we feel confident asking questions and sharing our opinions.” The family also shared that they practiced asking questions in English at the “One Mind Group” community meetings facilitated by Dr. Cho, further building their agency in the school system.

Eunyoung’s progress also became visible through her classroom behavior. “She smiles every time she sees her colorful assignments, and we believe it gives her a sense of control and comfort,” her mother noted. Teachers observed that Eunyoung, once hesitant, now eagerly engaged with pictorial schedules and showed increased initiative in following daily routines.

These reflections underscore how relational pedagogy—when it includes bilingual advocacy and culturally affirming strategies—can empower families and enrich student learning experiences.

Conclusion and Recommendations:

This case demonstrates that applying relational pedagogy in culturally responsive ways—particularly with immigrant families—can transform the special education experience. When language access and cultural values are honored, families become empowered collaborators rather than passive participants. For educators, this means going beyond procedural compliance and focusing on building meaningful partnerships.

Recommendations for educators include:

• Assigning bilingual liaisons or interpreters for IEP meetings
• Using plain language and culturally relevant analogies
• Encouraging families to share their prior knowledge and learning strategies
• Creating space for informal relationship-building outside of formal meetings

Ultimately, relational pedagogy is not an add-on—it is a necessary foundation for inclusive education in multicultural contexts.

References:

• Harry, B., & Klingner, J. (2014). Why are so many minority students in special education? Understanding race and disability in schools. Teachers College Press.
• Kang, H. (2021). Korean immigrant parents’ experiences with the U.S. special education system. International Journal of Special Education, 36(2), 100–112.
• Park, J., & Turnbull, A. P. (2001). Family support and disability: Korean American families. Mental Retardation, 39(4), 231–244.