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.
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.
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.
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.
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.
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.
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