NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1059004
Record Type: Journal
Publication Date: 2015
Pages: 8
Abstractor: ERIC
Reference Count: 19
ISSN: ISSN-0040-0599
BRIDGES: Connecting with Families to Facilitate and Enhance Involvement
Sawyer, Mary
TEACHING Exceptional Children, v47 n3 p172-179 Jan-Feb 2015
"Parent involvement" is an umbrella term for activities characterized by varying levels of frequency, response effort, and types of settings in which they occur. Parent involvement in a child's education can occur in a variety of school-related contexts, including helping with homework and supporting academic development at home. It includes engaging in activities such as open houses and conferences at the school (Dearing, Simpkins, Kreider, & Weiss, 2006; Wong & Hughes, 2006), asking questions, and providing information for special educators to incorporate in the instructional curriculum. The purpose of this article is to outline the BRIDGES framework, a model through which teachers can develop and implement strategies to facilitate various types and levels of parent involvement. BRIDGES stands for Build, Recruit, Individualize, Dialogue, Generate, Empower, and Strengthen. The framework is flexible and is intended to be used recursively by teachers throughout the school year. Practical strategies aligned with each of the components are offered. Suggested strategies are ideal for use in inclusive elementary school classrooms, although middle and high school general education and special education teachers alike are encouraged to adapt the BRIDGES model to their settings. The 7 steps of the framework are discussed: (1) Build; (2) Recruit; (3) Individualize; (4) Dialogue; (5) Generate; (6) Empower; and (7) Strengthen.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A