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

  • Ann Turnbull, 
  • H Rutherford Turnbull, 
  • Grace L Francis, 
  • Meghan M. Burke, 
  • Kathleen Kyzar, 
  • Shana Haines, 
  • Tracy Gershwin, 
  • Katharine Shepherd, 
  • Natalie Holdren, 
  • George H.S. Singer

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Overview

Families and Professionals reflects the why, who, and how of creating partnerships among general and special educators and their students' families. A new Compendium includes step-by-step research-based strategies to help you apply what you've learned on the job.

Published by Pearson (April 22nd 2021) - Copyright © 2022

ISBN-13: 9780136768715

Subject: Special Education

Category: Family-School Partnerships

Table of contents

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

  1. Family Systems and Family
  2. Family Systems: Interactions, Functions, and Life Span
  3. School Systems

PART III: The “How” of Partnerships

  1. Equity
  2. Respect
  3. Communication
  4. Advocacy
  5. 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

  1. 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
  2. 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
  3. 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

  1. 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
  2. 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
  3. 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
  4. 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
  5. 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

Appendix A: Resources for Supporting Families

Appendix B: 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

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