Family and School Partnerships

Dimensions of family and professional partnerships: Constructive guidelines for collaboration

The development of collaborative partnerships between parents and professionals is too often unsuccessful. One reason for this failure may be the lack of empirical understanding of the components of interpersonal partnerships. Using qualitative inquiry, 33 focus groups were conducted with adult family members of children with and without disabilities and service providers and administrators. In addition, 32 individual interviews were conducted with non-English-speaking parents and their service providers. Indicators of professional behavior facilitative of collaborative partnerships were identified. These indicators were organized into six broad themes: (a) Communication, (b) Commitment, (c) Equality, (d) Skills, (e) Trust, and (f) Respect. The specific meaning of each theme is described, including similarities and differences between professionals and family members. Policy, practice, and future research implications are discussed.

Blue-Banning, M., Summers, J. A., Frankland, H. C., Lord Nelson, L., & Beegle, G. “Dimensions of family and professional partnerships: Constructive guidelines for collaboration.” Exceptional Children 70, no. 2 (2004):167-184.