Resources
Page 7: References, Additional Resources, and Credits
To cite this module, please use the following:
The IRIS Center. (2008, 2020). Family engagement: Collaborating with families of students with disabilities. Retrieved from https://iris.peabody.vanderbilt.edu/module/fam/
Note: The references in this section reflect the source material used to construct this module. The links to these references are not updated.
Carter, S. (2003). Education our children together: A sourcebook for effective family-school-community partnerships. Eugene, OR: Consortium for Appropriate Dispute Resolution in Special Education. Retrieved from https://www.cadreworks.org/resources/cadre-materials/educating-our-children-together-sourcebook-effective-family-school
Centers for Disease Control and Prevention. (2019). Common barriers to participation experienced by people with disabilities. Retrieved from https://www.cdc.gov/ncbddd/disabilityandhealth/disability-barriers.html
Center for Parent Information and Resources. (2020). Virtual IEP meeting tip sheets. Retrieved from https://www.parentcenterhub.org/virtual-iep-meeting-tip-sheets/
Child Welfare Information Gateway. (2017). The family engagement inventory: A brief cross-disciplinary synthesis. Retrieved from https://www.childwelfare.gov/pubPDFs/synthesis.pdf
Communication Across Barriers. (n.d.). Educating students who live in poverty. Retrieved from https://www2.ed.gov/programs/slcp/2012thematicmtg/studentpovty.pdf
Council for Exceptional Children and eLuma Online Therapy. (2020). Best practices for educating online. Retrieved from https://www.cec.sped.org/Tools-and-Resources/Resources-for-Teaching-Remotely/Webinars/TeachingSpedOnline
El Nokali, N., Bachman, H. J., & Vortruba-Drzal, E. (2010). Parent involvement and children’s academic and social development in elementary school. Child Development, 8(3), 988–1005.
Epstein, J., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). Schools, family, and community partnerships: Your handbook for action (2nd ed.). Thousand Oaks, CA: Corwin.
Epstein, J. L., & Sheldon, S. B. (2006). Moving forward: Ideas for research on school, family, and community partnerships. In C. F. Conrad & R. Serlin (Eds.), SAGE Handbook for research in education: Engaging ideas and enriching inquiry (pp. 117–138). Thousand Oaks, CA: Sage.
Epstein, J., Sanders, M.G., Sheldon, S., Simon, B. S., Salinas, K. C., Jansorn, N. R., Van Voorhis, F. L., Martin, S., Thomas, B. G., Greenfeld, M.D., Hutchins, D.J., & Williams, K. J. (2019). Schools, family, and community partnerships: Your handbook for action (4th ed.). Thousand Oaks, CA: Corwin.
Fenton, P., Ocasio-Stoutenburg, L., & Harry, B. (2017). The power of parent engagement: Sociocultural considerations in the quest for equity. Theory into Practice, 56(3), 214–225.
Ferguson, C. (2005). Reaching out to diverse populations: What can schools to foster family-school connections? Austin, TX: Southwest Educational Development Laboratory.
Hanover Research. (2018). Top benefits of family and community engagement. Retrieved from https://www.hanoverresearch.com/insights-blog/top-benefits-of-family-and-community-engagement/
Heiman, T. (2002). Parents of children with disabilities: Resilience, coping, and future expectations. Journal of Developmental and Physical Disabilities, 14(2), 159–171.
Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory.
Hoover-Dempsey, K., Walker, J. M., Sandler, H. M., Whetsel, C., Wilkins, A. S., & Closson, K. (2005). Why do parents get involved? Research findings and implications. The Elementary School Journal, 106(2).
Hoover-Dempsey, K. V., Walker, J. M. T., & Sandler, H. M. (2005). “Parents’ motivations for involvement in their children’s education.” In Patrikakou, E. N., Weissberg, R. P., Redding, S., & Walberg, H. J. (Eds.), School-family partnerships for children’s success. New York: Teachers College Press, 2005.
Lim, S. (2008). Parent involvement in education. In G. Olsen & M. L. Fuller (Eds.), Home-school relations: Working successfully with parents (pp. 127–150). Boston: Pearson Education.
MacDonald, J. B. (2008). Teachers and parenting: Multiple views. In G. Olsen & M. L. Fuller (Eds.), Home-school relations: Working successfully with parents (pp. 86–103). Boston: Pearson Education.
May, T., Story, J., Stewart, L., & Lynn, R. (2020). Support inclusionary practices during school closure. Retrieved from https://www.k12.wa.us/sites/default/files/public/specialed/inclusion/Supporting-IP-School-Facility-Closure.pdf
Morin, A. (n.d.). How to break down communication barriers between teachers and families. Retrieved from https://www.understood.org/en/school-learning/for-educators/partnering-with-families/how-to-break-down-communication-barriers-between-teachers-and-families?_ul=1*13wip04*domain_userid
Moses, K. (2002). Childhood disability: A parent’s struggle. Retrieved from http://www.pediatricservices.com/prof/prof-15.htm
National Alliance for Secondary Education and Transition. (2005). Introduction to family involvement standards. Retrieved from http://www.nasetalliance.org/family/index.htm
National Center on Learning Disabilities. (2020). Serving students with disabilities during the COVID-19 crisis: Spotlight on policy & practice, part 1: Providing a free appropriate public education (FAPE). Retrieved from https://www.ncld.org/wp-content/uploads/2020/04/Part-1-Providing-a-Free-Appropriate-Public-Education-FAPE.D3.pdf
National Center on Learning Disabilities. (2020). Serving students with disabilities during the COVID-19 crisis: Spotlight on policy & practice, part 2: Family-school collaboration. Retrieved from https://www.ncld.org/wp-content/uploads/2020/04/Serving-Students-With-Disabilities-During-the-COVID-19-Crisis-Spotlight-on-Policy-Practice-Part-2-Family-School-Collaboration.04072020.pdf
National Clearinghouse for English Language Acquisition. (2020). Engaging English learners and families through distance learning. Webinar. Retrieved from https://ncela.ed.gov/webinars
National Education Association. (2010). Minority parent and community engagement: Best practices and policy recommendations for closing gaps in student achievement. Retrieved from https://www.parentcenterhub.org/wp-content/uploads/2016/09/Minority-Parent-and-Community-Engagement_maldef-report_final.pdf
National Information Center for Children and Youth with Disabilities. (1994). Children with disabilities understanding sibling issues. Retrieved from http://www.ldonline.org/article/6054/
Nelson, S. W., & Guerra, P. L. (2009). For diverse families, parent involvement takes on a new meaning. National Staff Development Council, 30(4), 65–66.
Pacer Center. (2018). Working effectively with families from diverse cultures. Retrieved from https://www.pacer.org/parent/php/PHP-c261.pdf
Parent Teacher Association. (n.d.). PTA national standards for family-school partnerships: An implementation guide. Retrieved from https://www.pta.org/home/run-your-pta/National-Standards-for-Family-School-Partnerships
Park, S., & Holloway, S. D. (2017). The effects of school-based parental involvement on academic achievement at the child and elementary school level: A longitudinal study. The Journal of Educational Research, 110(1), 1–16.
Project Appleseed. (2007). The parental involvement checklist. Retrieved from https://www.projectappleseed.org/chklst
Psychology Today. (2014). Family dynamics: Siblings of children with disabilities. Retrieved from https://www.psychologytoday.com/us/blog/band-brothers-and-sisters/201406/siblings-children-disabilities
Rattenborg, K., MacPhee, D., Walker, A. K., & Miller-Heyl, J. (2019). Pathways to parental engagement: Contributions of parents, teachers, and schools in cultural context. Early Education and Development, 30(3), 315–336.
Redding, S., Murphy, M., & Sheley, P. (2011). Handbook on family and community engagement. Retrieved from http://www.schoolcommunitynetwork.org/downloads/FACEHandbook.pdf
Reykdal, C. (2020). Continuous learning 2020: Resources and planning tools. Retrieved from https://www.k12.wa.us/sites/default/files/public/communications/OSPI%20Publication%20-%20Continuous%20Learning%202020.pdf
Richardson, V. (2015, 1997). The journey: A parent comes to terms with her daughter’s disability. ACTion Sheet: PHP-c26. Pacesetter.
Ross, T. (2016). The differential effects of parental involvement on high school completion and postsecondary attendance. Education Policy Analysis Archives, 24(30).
SEDL. (2013). Partners in education: A dual capacity-building framework for family-school partnerships. Retrieved from https://www2.ed.gov/documents/family-community/partners-education.pdf
Sheldon, S. (2007). Improving student attendance with school, family, and community partnerships. The Journal of Educational Research, 100(5), 267–275.
Smith, P. M. (2010). You are not alone: For parents when they learn their child has a disability. New Digest, 20.
Smith, T. E., Reinke, W. M., Herman, K. C., & Huang, F. (2019). Understanding family-school engagement across and within elementary and middle school contexts. American Psychological Association, 34(4), 363–375.
Smith, T. E., Sheridan, S. M., Kim. E. M., Park, S., & Beretvas, S. N. (2020). The effects of family-school partnership interventions on academic and social-emotional functioning: A meta-analysis exploring what works for whom. Educational Psychology Review, 32, 511–544.
Staples, K., & Diliberto, J. (2010). Guidelines for successful parent involvement working with parents of students with disabilities. TEACHING Exceptional Children, 42(6), 58–63.
U.S. Department of Education. (2004). Individuals with Disabilities Education Act, Sec. 300.324 (a). Retrieved from https://sites.ed.gov/idea/regs/b/d/300.324/a
U.S. Department of Education. (2020). Questions and answers on providing services to children with disabilities during the coronavirus disease 2019 outbreak. Retrieved from https://sites.ed.gov/idea/files/qa-covid-19-03-12-2020.pdf
Urtubery, J. (n.d.). English language learners in special education: 4 things to know about partnering with families. Retrieved from https://www.understood.org/en/school-learning/for-educators/partnering-with-families/english-language-learners-in-special-education-partnering-with-families?_ul=1*1k8isol*domain_userid
Waterford. (2018). How parent involvement leads to student success. Retrieved from https://www.waterford.org/education/how-parent-involvment-leads-to-student-success/
Wisconsin Center for Education Research. (n.d.). ABC’s of family engagement: Key considerations for building relationships with families. Retrieved from https://wida.wisc.edu/resources/abcs-family-engagement
Article
Sawyer, M. (2015). Bridges: Connecting with families to facilitate and enhance involvement. TEACHING Exceptional Children, 47(3), 172–179.
This article contains step-by-step details on how educators might more fully involve the families of their students in the learning environment. Included are tips of the week, notes on recruiting parents for greater participation, and information on the critical importance of communication between families and educators.
Books
Berger, E. H., & Riojas-Cortez, M. (2015). Parents as partners in education: Families and schools working together. (9th ed.) Boston: Pearson.
This book discusses the history of family engagement as well as issues that affect engagement. Included are strategies to encourage parental involvement.
Crane, C., Bix, P., Herbert, P., & Kelly, B. (2004). Becoming a community school: A step-by-step guide to bridging the school-family gap. Dorchester, MA: The Project for School Innovation.
This book, written by the principal of Robert L. Ford School and her colleagues, details how this K–8 school in a low SES Massachusetts neighborhood became a center of community activities.
Research Papers
Harris, A., & Goodall, J. (n.d.) Engaging parents in raising achievement: Do parents know they matter? University of Warwick.
This paper, commissioned by the Specialist Schools and Academies Trust and funded by the Department of Education and Skills, was emailed to Amy Harris from Sharman at the PACER Center.
Ferguson, C. (2008). The school-family connection: Looking at the larger picture. Southwest Educational Development Laboratory
This review of the literature on family involvement identifies important strategies for increasing family-school connections.
Web Resources
Center for Parent Information and Resources (CPIR)
This center offers many types of supports for the parents of children with disabilities, including a library of online resources for parents.
Early Childhood Learning & Knowledge Center
ECLKC provides training and technical assistance in early childhood education to support the delivery of quality services to low-income children and families.
Early Childhood Technical Assistance Center
ECTA Center is an organization within the United States Office of Special Education Programs that seeks to strengthen state and local services to ensure that children with disabilities up to age five receive research-based, culturally-appropriate supports and services.
Global Family Research Project
These publications from the Global Family Research Project serve as guides to family involvement at the elementary, middle, and high-school levels. Emphasis is placed on parenting issues for children of each age as well as on home-school relationships.
Individuals with Disabilities Education Act (IDEA) Website
This site was created by the United States Department of Education as a “one-stop shop” for resources related to IDEA. The topics covered include discipline, early intervening services, secondary transition, individualized education programs, and others.
Michigan Alliance for Families
This site contains information for children and adults with disabilities who are in the educational system. The Alliance’s goal is to increase family involvement in not only their children’s education but also in education in general.
National Center for Cultural Competence
This site contains information provided by the NCCC to promote increased cultural competence. Of particular interest are online the self-assessments and the pdf assessment tools.
PACER Center
This site is a parent training and information center for families and youth with disabilities. Included is information for families and professionals on disability-related topics such as education, vocational training, and other services for children with disabilities.
Understood
Understood is a Workplace Initiative that aims to help individuals with disabilities and those who support them. Their resources for educators are supported by research, go through expert evaluation, and reviewed by classroom teachers. Find information here about partnering with families.
Module DeveloperBianca Jefferson Module Production TeamEditor Reviewers Permissions Transcriptions Audio engineer Media Specialist/Technical Support Web master |
MediaNarration Graphics Photos Photos of module experts are courtesy themselves. All other media and images courtesy the IRIS Center. Videos Expert Interviews AcknowledgementThe original version of this module, Family Engagement: Collaborating with Families of Students with Disabilities, was developed in collaboration with the PACER Center, Minneapolis, Minnesota. IRIS extends special thanks to Bob Brick and Sharman Davis Barrett for their contributions to the content of that resource. |
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