Introduction: This study explored the role of the cultural liaison on educational teams that support families from culturally and linguistically diverse (hereafter, diverse) backgrounds who have a child with visual impairment. Methods: Focus groups were conducted with teachers of students with visual impairments, cultural liaisons, and classroom teachers, all who had worked with diverse families and students with visual impairments in an urban Canadian school district. Transcripts of the focus groups were coded for common and divergent themes within and across groups. Results: The groups identified a need for better understanding the role of the cultural liaison, clearer communication in the translation process including messages that may be lost in translation, and more opportunities for teachers of students with visual impairments and classroom teachers to connect with cultural liaisons to develop cultural competency. Discussion: The findings highlight the importance of having access to cultural liaisons and the need to make sure all members are clear about their roles. Cultural liaisons may need additional support about resources from teachers of students with visual impairments, while those same teachers would benefit from understanding the parent perspective on visual impairment. Implications for practitioners: Classroom teachers and teachers of students with visual impairments may want to seek out professional development from cultural liaisons. Teachers of students with visual impairments can provide cultural liaisons with a list of common visual impairment terms to allow time for appropriate translation and questions before a meeting. Cultural liaisons may want to ensure that differing cultural viewpoints of the family are communicated clearly to team members and vice versa.

中文翻译：

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支持文化和语言多样化的视障学生：教育团队中文化联络人的作用

简介：本研究探讨了文化联络员在教育团队中的作用，这些团队支持来自不同文化和语言（以下称为多元化）背景且有视力障碍儿童的家庭。方法：焦点小组由视觉障碍学生的教师、文化联络员和课堂教师组成，他们都曾在加拿大城市学区与不同的家庭和视觉障碍学生一起工作。焦点小组的成绩单针对小组内和跨小组的共同和不同主题进行了编码。结果：小组确定需要更好地理解文化联络人的作用，在翻译过程中进行更清晰的沟通，包括可能在翻译中丢失的信息，为视力障碍学生的教师和课堂教师提供更多与文化联络人联系以培养文化能力的机会。讨论：调查结果强调了接触文化联络人的重要性，以及确保所有成员都清楚自己角色的必要性。文化联络员可能需要来自有视力障碍学生的教师的额外资源支持，而这些教师将从了解家长对视力障碍的看法中受益。对从业者的影响：课堂教师和视力障碍学生的教师可能希望通过文化联络人寻求专业发展。视力障碍学生的教师可以向文化联络人提供常见的视力障碍术语列表，以便在会议前有时间进行适当的翻译和提问。文化联络员可能希望确保将家庭不同的文化观点清楚地传达给团队成员，反之亦然。