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ERIC Number: ED536983
Record Type: Non-Journal
Publication Date: 2011-Jul
Pages: 14
Abstractor: ERIC
Reference Count: 40
ISBN: N/A
ISSN: N/A
Encouraging Meaningful Parent/Educator Collaboration: A Review of Recent Literature
Hedeen, Timothy; Moses, Philip; Peter, Marshall
Center for Appropriate Dispute Resolution in Special Education (CADRE)
All parents can and should participate meaningfully in their children's education, including those whose children receive special education services. The value of parent participation has been recognized under law since 1975, most recently as the Individuals with Disabilities Education Improvement Act (Coots, 2007). Many scholars and professionals in the field of special education have explored various approaches to collaboration since then, and research has demonstrated the benefits for all parties involved: from children and their families, to teachers and principals, to district administrators and the communities they serve. The body of literature on collaboration in family/school relationships has continued to grow. Within that literature are rich insights and implications for improved practice. Complementing well-known work in this area (including Kalyanpur and Harry, 1999; Marzano, 2003; Friend and Cook, 2009; and the works cited previously), researchers have undertaken rigorous study of the complex dynamic between schools and families and published their work in a variety of outlets--some of which are inaccessible to educators and families who might benefit from the findings therein. This document synthesizes findings from a number of recent academic studies and policy publications. Among the highlights is the idea that "involvement" may be too narrow a term to encapsulate the range and depth of partnerships that support students' success.
Center for Appropriate Dispute Resolution in Special Education (CADRE). P.O. Box 51360, Eugene, OR 97405-0906. Tel: 541-686-5060; Web site: http://www.directionservice.org/cadre
Publication Type: Information Analyses; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: Center for Appropriate Dispute Resolution in Special Education (CADRE)
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004