Legal and Research Considerations Regarding the Importance of Developing and Nurturing Trusting Family-Professional Partnerships in Special Education Consultation

Autor/in	Gershwin, Tracy
Titel	Legal and Research Considerations Regarding the Importance of Developing and Nurturing Trusting Family-Professional Partnerships in Special Education Consultation
Quelle	In: Journal of Educational and Psychological Consultation, 30 (2020) 4, S.420-436 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
DOI	10.1080/10474412.2020.1785884
Schlagwörter	Family School Relationship; Special Education; Partnerships in Education; Legal Responsibility; Educational Policy; Educational Practices; Educational History; Trust (Psychology); Educational Legislation; Federal Legislation; Elementary Secondary Education; Equal Education; Students with Disabilities; Parent Participation; Barriers + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Hochschulpartnerschaft; Strafmündigkeit; Politics of education; Bildungspolitik; Bildungspraxis; History of education; Bildungsgeschichte; Bildungsrecht; Schulgesetz; Bundesrecht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Elternmitwirkung
Abstract	Over the past 30 years, through multiple reauthorizations, both the Every Student Succeeds Act, and the Individuals with Disabilities Education Act, lawmakers and researchers have consistently acknowledged the importance of fostering family-professional partnerships in schools. Yet research continues to document a number of challenges and obstacles experienced by families and professionals with actualizing this intended partnership through both special meetings (i.e., Individualized Education Programs) and ongoing consultation interactions, as originally envisioned by lawmakers. Much of this divergence between policy, research, and practice is attributed to the historical challenges experienced between professionals and families with forming and maintaining trust. In celebration of the Journal of Educational and Psychological Consultation's 30th anniversary, this paper provides discussion of the legal implications of the family-professional partnership, historical documented challenges that lead to a lack of trust in these partnerships, the importance of developing and maintaining a trusting family-professional partnership in special education consultation, and recommendations for future family/parent consultation practice, research, and policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01