Families and Professionals: Trusting Partnerships in General and Special Education, 8th edition

Brief Table of Contents

PART I: The “Why” of Partnerships

1. Trust, Partnerships, and Social Justice
2. Trusting Partnerships and the Law

PART II: The “Who” of Partnerships

3. Family Systems and Family
4. Family Systems: Interactions, Functions, and Life Span
5. School Systems

PART III: The “How” of Partnerships

6. Equity
7. Respect
8. Communication
9. Advocacy
10. Commitment

PART IV: Compendium of Research-Based Strategies

Full Table of Contents

PART I: The “Why” of Partnerships

1. Trust, Partnerships, and Social Justice
   • Learning Outcomes
   • The First Day of School and Its Challenges
   • Foundations of Trusting Family-Professional Partnerships
   • Ecology of Education
   • Definitions
   • Overview of Research on the Nature of Partnerships in General and Special Education
   • The Sunshine Model of Trusting Family-Professional Partnerships
   • A Holistic Research-based Approach to Trusting
   • Partnerships in General and Special Education
   • Five Dimensions of Trusting Partnerships: The “How” of Trust
   • Seven Opportunities for Trusting Partnerships: The “What to Do” in Creating Trust
   • Benefits of Trusting Family-Professional Partnerships in General and Special Education
   • Trusting Partnerships and Social Justice
   • Defining Social Justice: A Problem and a Solution
   • The 14th Amendment of the U. S. Constitution: A Source of Fairness, Equality of Opportunity, and Dignity
   • Activism for Civil Rights: Seeking Fairness, Equality of Opportunity, and Dignity
   • Social Justice and Partnerships in Education
   • Summary
2. Trusting Partnerships and the Law
   • Learning Outcomes
   • Using Laws to Create Trust
   • Every Student Succeeds Act (ESSA)
   • Background Problems and Reasons
   • Goals
   • Key Requirements for All Schools
   • Key Requirements for Title I Districts and Schools
   • Implications for Family-Professional Partnerships
   • Federal Education Rights and Privacy Act (FERPA)
   • Background Problems and Reasons
   • Goals
   • Key Requirements
   • Implications for Family-Professional Partnerships
   • Individuals with Disabilities Education Act (IDEA): Students with Disabilities
   • Goals
   • Requirement: Categories of Disability
   • Requirement: Ages of Eligibility
   • The Principle of Zero Reject
   • The Principle of Nondiscriminatory Evaluation
   • The Principle of Appropriate Education
   • The Principle of Placement in the Least Restrictive Environment
   • The Principle of Procedural Due Process
   • The Principle of Parent Participation
   • Section 504
   • Background Problems and Reasons
   • Goals
   • Key Requirements
   • Implications for Family-Professional Partnerships
   • Summary

PART II: The “Who” of Partnership

3. Family Systems and Family
   • Characteristics
   • Learning Outcomes
   • Appreciating a Family's Characteristics
   • An Overview of Family Systems Theory
   • Inputs and Outputs
   • Wholeness and Subsystems
   • Boundaries
   • Family Characteristics: Culture and Identity
   • The Meaning and Relevance of Culture
   • Significant Influencers on Culture and Identity
   • Influence of Race and Ethnicity
   • Influence of Household Income
   • Influence of Geography
   • Influence of Disability
   • Family Characteristics: Lived Experiences
   • Influence of Immigration
   • Influence of Family Trauma
   • Summary
4. Family Systems: Interactions, Functions, and Life Span
   • Learning Outcomes
   • Understanding a Family Life in Flux
   • Influence of Family Interactions
   • Partner Subsystem
   • Parental Subsystem
   • Sibling Subsystem
   • Extended Family Subsystem
   • Influence of Family Functions
   • Socialization
   • Education
   • Influence of the Family Life Span
   • Life Span Developmental Stages
   • Implications For Family-Professional Partnerships
   • Transitions
   • Summary
5. School Systems
   • Learning Outcomes
   • Living and Learning in Buckley
   • Schools As Systems
   • Ecological Context
   • School Systems Framework
   • School System Characteristics
   • Population
   • School Types
   • Educators
   • Culture
   • Interactions Within School Subsystems
   • Administrator Subsystem
   • Educator and Staff Subsystem
   • Community Subsystem
   • Family Subsystem
   • Interactions Between and Among School Subsystems
   • Influence of School Functions and Level
   • Influence of School Functions
   • School Level
   • Summary

PART III: The “How” of Partnerships

6. Equity
   • Learning Outcomes
   • Stand in My Shoes
   • Definition and Rationale
   • Definition
   • Rationale
   • Research on Relevance and Outcomes
   • Social Capital
   • Navigational Capital
   • Linguistic Capital
   • Resistance Capital
   • Aspirational Capital
   • Familial Capital
   • Strategies for Implementation
   • Social Capital: Become Familiar with National, State, and Community Resources That Provide Social Support
   • Navigational Capital: Share Information with Families and Other Professionals
   • Navigational Capital: Overcoming Logistics
   • Linguistic Capital: Capitalizing on Families' Linguistic Strengths
   • Resistance Capital: Identifying When to Hold and When to Fold
   • Aspirational Capital: Make the “Least Dangerous Assumption”
   • Familial Capital: Getting to Know Families
   • Summary
7. Respect
   • Learning Outcomes
   • Creating Circles of Respect
   • Definition and Rationale
   • Definition of Respect
   • Rationale for Demonstrating Respect
   • Research on Relevance and Outcomes
   • Effects of Respect
   • Barriers to Respect
   • Strategies for Implementation
   • Treat Students and Families with Dignity
   • Be Empathetic
   • Honor the Family's Culture
   • Summary
8. Communication
   • Learning Outcomes
   • Engaging in Complicated Communication
   • Definition and Rationale
   • Defining Communication
   • Rationale for Communication
   • Research on Relevance and Outcomes
   • Two-way Communication
   • Frequent and Regular Communication
   • Culturally Responsive Communication
   • Empathetic Communication
   • Strategies for Implementation
   • Listening
   • Connecting
   • Expressing
   • Summary
9. Advocacy
   • Learning Outcomes
   • Standing Firm to Meet Students' Needs and Overcome Conflict
   • Definition, Rationale, and History
   • Definition of Advocacy
   • Rationale for Advocacy
   • History of Advocacy in Special Education
   • Research on Relevance and Outcomes
   • Effects of Advocacy
   • Barriers to Advocacy
   • Strategies for Implementation
   • Facts: Develop Viewpoints on Key Issues
   • Perspectives: Pinpoint and Document Concerns
   • Problem Solvers: Identify Stakeholders and Find a Middle Ground
   • Optimal Solutions: Identify Several Feasible Options to Resolve Disagreement
   • Summary
10. Commitment
    • Learning Outcomes
    • The Scope of Commitment
    • Definition and Rationale
    • Defining Commitment to Trusting Family-Professional Partnerships
    • Rationale for Demonstrating Commitment
    • Research on Relevance and Outcomes
    • School Culture
    • Skills
    • Other Commitments
    • Strategies for Implementation
    • Step 1: Define the Goal (What) and Reasons (Why) for Your Commitment
    • Step 2: Describe the Likely Rewards of Your Commitment
    • Step 3: List the Actions You Will Take to Carry Out Your Commitment
    • Step 4: Anticipate Obstacles and Identify Solutions
    • Step 5: Acknowledge the Investments You Have Already Made
    • Step 6: Manage Your Many Commitments
    • Create Your Own Plan
    • Concluding the López-Buckley Story and Revisiting the Major Themes
    • Summary

PART IV: Compendium

APPENDICES

1. Resources for Supporting Families
2. Resources for Research-Based Practices

Glossary

References

Name Index

Subject Index

Special Feature Contents

Policy into Practice

• Brown v. Board of Education and Equality of Opportunity
• Endrew F. v. Douglas County RE-1 and an Appropriate Education
• Gun-Free Schools and Equitable Discipline to Promote Safety
• Defining “Parent”
• Harassment, Bullying, and Discrimination
• Complex Needs, Family Advocacy, and Student Inclusion
• Respecting Family Boundaries and Health Care Rights
• Notice That Notifies, Not Notice That Mystifies
• Shaffer v. Weast and Parents' Advocacy Burden
• Embedding Trusting Family-Professional Partnerships

A Cultural Lens

• Confronting Bias in Communicating with Families
• Family Engagement in Title I Schools
• Acknowledging and Addressing Your Cultural Lens
• Being a Partner in Education with Same-sex Parents
• Debates on Religion and Discipline
• Partnering with Families Dealing with Incarceration and Drug Addiction
• Reflecting and Addressing Your Own Cultural Lens
• Celebrate Multilingualism, Not “English Proficiency”
• The Intersection of Culture and Advocacy
• Using Perspective Taking to Maintain Commitment When Faced with Philosophical Differences

Advocacy in Action

• Disproportional Racial Discipline
• Advocating for a Transgender Student with Autism
• Addressing Homelessness and Food Insecurity
• Encouraging Advocacy Among Siblings of Individuals with Disabilities
• Advocating for a Successful Preschool-to-Elementary School Transition
• Advocating for Emerging Bilingual Families
• Restraining Judgment When Families Advocate
• Advocating for Families of Students Who Are Emergent Bilinguals or Multilinguals
• Advocating for School Services
• Advocating for a Summer Institute on Family-Professional Partnerships

Conflict Prevention and Resolution

• Using Restorative Justice Strategies as an Alternative to Juvenile Detention
• Mediation for Resolving an IEP Dispute
• Mandated Reporting
• Different Views of Self-Determination
• Disability Identification
• Reverse Discrimination and Participatory Decision Making
• Addressing Conflict Within School Meetings
• Communication as a Trigger for Conflict
• Title 1 Parent Rights
• Resolving Conflicts to Stay Committed to Inclusion and Family-Professional Partnerships

Partnering with Students

• Supporting Students' Dignity
• Using the Migrant Student Information Exchange (MSIX) for Records Transfers
• Exploring Gender Identities
• Enhancing Student Homework
• Appropriately Advocating for Students to Be Involved in Out-of-School Activities
• Supporting Students to Reduce Peer Conflict and Build Peer Trust
• Facilitating Self-Determination in Young Children
• Enhancing Student Communication
• Enhancing Student Advocacy Through Person-centered Planning
• Finding a Mentor