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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Families and Professionals presents the why, who, and how of creating trusting partnerships with your students, students' families, and colleagues. A research-based model of partnerships clearly details 5 essential dimensions of partnerships and 7 opportunities for you to develop them.

The 8th Edition brings together new content, learning features, and practical strategies that are relevant to both general and special education professionals. A new case shows the intricacies of creating partnerships over a school year. A new Compendium includes step-by-step research-based strategies to help you apply what you've learned. The themes of trust, social justice, and diversity are highlighted to illustrate the crucial role they play in maintaining lasting partnerships.

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

ISBN-13: 9780136768715

Subject: Special Education

Category: Family-School Partnerships


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



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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