Categories

Report: Encouraging Meaningful Parent/Educator Collaboration: A Review of Recent Literature

Categories

INSTRUCTION, student centered planing, accommodations, FAMILIES, family leadership, family partnership

Areas

PRACTITIONER:S/FAMILIES, PRACTITIONER:Group Practice & Professional Learning/ Culture of Change & Improvement, PRACTITIONER:Connections (to families, communities, and partnerships)

Authors

Hedeen, Timothy; Moses, Phillip; Peter, Marshall

Published

July 2011

Publisher

CADRE: Center for Appropriate Dispute Resolution in Special Education

Abstract

All parents can and should participate meaningfully in their children’s education, including those whose children
receive special education services. The value of parent participation has been recognized under law since 1975,
most recently as the Individuals with Disabilities Education Improvement Act (Coots, 2007). Many scholars and
professionals in the field of special education have explored various approaches to collaboration since then, and
research has demonstrated the benefits for all parties involved: from children and their families, to teachers and
principals, to district administrators and the communities they serve.

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