Spotlights Featured resources for Families and Schools

Parent Resources (Search Our Database) Personalized Learning: Meeting the Needs of Students with Disabilities – Roadmap for Parents & Families: What Is Personalized Learning? (pdf) National Center for Learning Disabilities This report for parents and families includes sections on “What does personalized learning look like in the classroom?” “What role do parents play in personalized learning?” “Learn what your school is doing,” “Understand how your school will meet diverse needs,” and “Maximize the benefit of personalized learning.”

8 Sentence Starters to Use When Talking to Teachers Geri Coleman Tucker "Sometimes it’s not what you say but how you say it. If you want to effectively communicate with your child’s teacher, try these sentence starters."

School Resources (Search Our Database) Assessing and Improving Special Education: A Program Review Tool for Schools and Districts Engaged in Rapid School Improvement (pdf) Grabill, D., & Rhim, L. M. for the Center on School Turnaround "The tool consists of three parts: an overview…with examples of the features [including family support & engagement; staff expertise in social/emotional needs; etc.] at three different levels of quality (i.e., high, acceptable, unacceptable); a template for conducting a special education program review inventory; and a template for developing a quality improvement plan based on results of that inventory."

Using Universal Design for Learning to Personalize an Evidence-Based Practice for Students With Disabilities (pdf) Cook, S. C., Rao, K., & Cook, B. G. (In M. Murphy, S. Redding, & J. Twyman [Eds.], Handbook on Personalized Learning) In this book chapter, the authors take lessons from special education, noting that much of personalized learning has roots in the education of special populations. They discuss two specific contemporary educational initiatives—evidence-based practices and Universal Design for Learning—arguing that their application can help promote a personalized learning experience for students with disabilities.

School Community Journal Resources (Search Our Database)

Listening to Parents’ Narratives: The Value of Authentic Experiences With Children With Disabilities and Their Families Margo Collier, Elizabeth B. Keefe, and Laura A. Hirrel Margo Collier, Elizabeth B. Keefe, and Laura A. Hirrel This article describes the impact on the practices and dispositions of teacher candidates resulting from the implementation of a program called Families as Faculty (FAF). The study was designed to examine the impact that the implementation of FAF in a graduate teacher preparation course had on teacher candidates’ dispositions toward home–school collaboration. Beyond initial promising results, participants in the follow-up survey also indicated that these experiences continued to have long-lasting, positive impacts on their teaching practices and the school–family relationships they have formed with parents of children with disabilities.
Vol 25, No 2

Parent–Teacher Conflict Related to Student Abilities: The Impact on Students and the Family–School Partnership Kara Lasater The goal of the study was to gain insights from experiences that could help build effective family–school partnerships, even in the presence of conflict. This purpose was achieved through a qualitative investigation of parent, teacher, and student experiences when parent and teacher perceptions of student abilities diverged. Notably, five of the conflicts described by participants involved students with an Individualized Education Program (IEP).
Vol 26, No 2