March-April 2024

Resources for Parents

5 Ways Parents Can Help Children With Special Needs Succeed in School 

Mary Brownell
"A special education expert -- and parent -- shares 5 strategies parents can use to help their kids navigate the educational system." The post also includes links to further resources for each strategy.

Autism-Related Resources - In Other Languages    

Positive Partnerships

"These resources have been developed for families of Culturally and Linguistically Diverse backgrounds, and those that are supporting them." They include information on the autism spectrum, a visual planning matrix, a partnership planning template, and more. Available in English, Arabic, Chinese (simplified and traditional), Greek, Hindi, Nepali, Korean, Thai, Turkish, Urdu, Vietnamese, Assyrian, Bahasa, Burmese, Dari, Farsi, Hazaragi, Japanese, Khmer, Punjabi, Somali, Spanish, and Tamil.

Resources for Schools

Partnering with Families Through Special Education: Research-Based Strategies for Special and General Educators   

K. Walker, G. Hicks, K. Johnson, & B. Boone for the Ohio Statewide Family Engagement Center

The brief summarizes findings of 30 research studies, and also incorporates practices from I.D.E.A. legislation and three family engagement frameworks. Strategies include: treat families as experts; practice culturally responsive engagement and reciprocal communication; provide mentors; and more.

Free Assistive Tech Tools That Support Academic Success   

Lusa Lo for Edutopia

"These no-cost resources provide tools that help students with disabilities achieve academic success." Offers suggestions to assist English learners, as well, and a reminder that schools should also provide tools for home use.

School Community Journal

“Now I Feel That the Parents Are Partners and Not Enemies”: Training Preservice Teachers to Work in Partnership With Parents of Students With Disabilities 

Alicia Greenbank

The findings showed that courses that include preservice teachers and parents of students with disabilities could be very beneficial for teachers’ training. The preservice teachers who participated in the course developed an awareness regarding the challenges and experiences that are encountered by these parents; the course also changed their perceptions about the place of the parent within such a partnership and provided participants with applicable insights into the importance of creating an atmosphere and communication channel that promotes partnerships with parents.

Parents’ and Teachers’ Perceptions of Parental Involvement and Practices in the Education of Students with Learning Disabilities in Greece  

Dimitra Eleftheriadou and Anastasia Vlachou

The findings reveal that the parents associate their involvement in the education of their children with LD more with Type 1-Parenting, whereas the teachers with Type 5-Decision making. Parents use more Type 4-Learning at home practices, whereas teachers employ Type 2-Communicating practices. Notwithstanding, there are a series of statistically important findings concerning parent and teacher perceptions of parental involvement and practices in the education of children with LD by sociodemographic characteristics. Results are discussed in relation to their implications in promoting more inclusive and sustainable home–school partnerships.


For questions or to request additional information, fill out the email form. You may also contact Bernadette Anderson directly at 618-874-8150.

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