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.
Call to Action for the Texas Educator
Can you improve your partnership with families?
Consider participating in the TX CAN online course Building a Foundation for Supporting Students with Significant Cognitive Disabilities, looking carefully at Indicator 2 – Effective Teams.
Culture in inclusive schools: Parental perspectives on trusting family-professional partnerships
This qualitative study improves understanding of parent perspectives about the factors that facilitate family-professional partnerships in schools recognized for inclusive practices. Five themes emerged from 11 focus groups consisting of parents of students with and without disabilities and with varying levels of involvement with the school: (a) school culture of inclusion, (b) positive administrative leadership, (c) attributes of positive partnerships, (d) opportunities for family involvement, and (e) positive outcomes for all students. School culture was an overriding theme, with each of the other themes closely linked to school culture. Implications for strengthening trusting family-professional partnerships as well as directions for future research are discussed.
Francis, G., Blue-Banning, M., Turnbull, A.P., Hill, C., Haines, S.J., & Gross, J.M.S. “Culture in inclusive schools: Parental perspectives on trusting family-professional partnerships.” Education and Training in Autism and Developmental Disabilities 51, no. 6 (2016): 281-293.
Call to Action for the Texas Educator
How can you make your school’s culture more welcoming to families of students with complex access needs?
