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

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

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.

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

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 IIThe "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 IIIThe "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  

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

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