Meeting the needs of the non-English-speaking parents of a communicatively disabled child.

This article provides some suggestions for clinicians to assist them in working effectively with students and families who do not speak English or for whom English is a second language. Included is a brief review of the diversity of languages and cultures represented by families living in the United States. There are differences in the ways in which the families view language development, the educational process, and their roles in working with their children. It is important to learn to respect the families' views on language development and education, learn how to work with an interpreter, and how to help the families help their children. Communication with the families and their involvement in the process of assisting their children's development of language skills should be individualized to accommodate the families' views, languages, and available resources.