Parents as Collaborators

deFur, Sharon

doi:10.1177/004005991204400307

Cited by 26 publications

(8 citation statements)

References 15 publications

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“…Teachers should schedule short discussions or administer a beginning-of-the-year survey (i.e., home language survey) with CLD families to learn about their language needs and preferences (deFur, 2012; Edwards & Da Fonte, 2012). Many states mandate a home language survey for all incoming students whose family’s native language is not English.…”

Section: Who Is This Family?mentioning

confidence: 99%

Developing Collaborative Partnerships With Culturally and Linguistically Diverse Families During the IEP Process

Rossetti¹,

Sauer²,

Bui³

et al. 2018

TEACHING Exceptional Children

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Section: Who Is This Family?mentioning

confidence: 99%

Developing Collaborative Partnerships With Culturally and Linguistically Diverse Families During the IEP Process

Rossetti¹,

Sauer²,

Bui³

et al. 2018

TEACHING Exceptional Children

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“…Family involvement (Blacher, 2001;Blacher & Hatton, 2007;Cooney, 2002;DeFur, 2012;DeFur, Todd-Allen, & Getzel, 2001;Dunst & Dempsey, 2007;Kim & Turnbull, 2004;Morningstar, Turnbull, & Turnbull, 1995;O'connor, 2008;Schalock, 2004;Turnbull, Zuna, Turnbull, Poston, & Summers, 2007;Wandry & Pleet, 2012) Hold meetings with students and families to talk about interests, dreams/ambitions, and aspirations. Encourage the participation of families in the choice of goals.…”

Section: Dimensions and Sourcesmentioning

confidence: 99%

Analysis of the implementation level of best practices to facilitate the transition of young people with intellectual disabilities from childhood to adulthood in the Basque Country

Atutxa

Martínez-Rueda

Lasa

2020

Brit J Learn Disabil

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Accessible summary The literature has identified practices that should be implemented by transitional educational programmes. We asked professionals in schools and visited three schools to identify if these best practices are being applied. Although these best practices are being realised partially, there are differences between the opinions of professionals and the practices of centres. The main differences are related to individualised planning, participation of families, and coordination between centres. Abstract BackgroundAlthough studies have long identified the practices that must be included in transition programmes to improve the outcomes for young people with intellectual disabilities when becoming adults, less information is available regarding the degree to which those best practices are being developed and/or implemented. Materials and methodsThis exploratory research assesses the implementation level of those best practices in a school programme to facilitate the transition to adult life in the Basque Country, Spain. The opinions of professionals were asked through an ad hoc questionnaire, and a case study of three schools was conducted through observation, documentation analysis, interviews and focus groups. Results and discussionThe professionals were found to have a positive opinion of the implementation degree of the best practices, except for the inclusion dimension. Although analysing the cases partially confirmed this opinion, contradictions emerge as these best practices cannot always be identified in the running of schools. The dimensions with major discrepancy are related to the individualised transition planning, family involvement and interagency collaboration. ConclusionDespite having identified best practices in all dimensions, delving deep into the professionals' understanding concerning best practices is crucial.

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“…Teachers should schedule short discussions or administer a beginningof-the-year survey (i.e., home language survey) with CLD families to learn about their language needs and preferences (deFur, 2012;Edwards & Da Fonte, 2012 In addition, teachers should ask families about their preferred meeting times and comfort level with the special education process. This conveys willingness to be flexible and supportive within the collaboration and helps teachers learn more about families.…”

Section: Who Is This Family?mentioning

confidence: 99%

Developing Collaborative Partnerships With Culturally and Linguistically Diverse Families During the IEP Process

Rossetti¹,

Sauer²,

Bui³

et al. 2017

TEACHING Exceptional Children

View full text Add to dashboard Cite

Parents as Collaborators

Abstract: Continuing the conversation around family involvement, CEC is pleased to offer our readers an excerpt from one of our best-selling titles, Engaging and Empowering Families in Secondary Transition: A Practitioner's Guide.

Cited by 26 publications

References 15 publications

Developing Collaborative Partnerships With Culturally and Linguistically Diverse Families During the IEP Process

Developing Collaborative Partnerships With Culturally and Linguistically Diverse Families During the IEP Process

Analysis of the implementation level of best practices to facilitate the transition of young people with intellectual disabilities from childhood to adulthood in the Basque Country

Developing Collaborative Partnerships With Culturally and Linguistically Diverse Families During the IEP Process

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