Fostering Family-School-Community Partnership with Parents of Students with Developmental Disabilities: Participatory Action Research with the 3D Sunshine Model

Autor/inn/en	Chatenoud, Céline; Odier-Guedj, Delphine
Titel	Fostering Family-School-Community Partnership with Parents of Students with Developmental Disabilities: Participatory Action Research with the 3D Sunshine Model
Quelle	In: School Community Journal, 32 (2022) 1, S.327-356 (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Family School Relationship; School Community Relationship; Partnerships in Education; Students with Disabilities; Developmental Disabilities; Barriers; Program Effectiveness; Special Schools; Adolescents; Foreign Countries; Models; Parent Role; Interaction; Program Implementation; Program Development; Canada (Montreal) + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Entwicklungsstörung; Special school; Sonderschule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Analogiemodell; Parental role; Elternrolle; Interaktion; Programmplanung
Abstract	Education studies have repeatedly emphasized the crucial contribution of family-school-community partnership to children's academic and educational success, as well as to improving organizations and systems. Such partnership becomes even more complex when the child presents needs in several areas of development. In this context, it is essential that researchers work collaboratively with actors in the field, first to identify barriers to family-school-community partnership, and then to support the implementation of levers to overcome those barriers. In this research, we built upon an existing model, the Sunshine Model, and tested our enhanced model "in vivo" in three specialized schools in greater Montreal serving adolescents with developmental disabilities. Operationalization of the adapted model through participatory action research shows great promise for supporting professionals, not only in specialized but also in inclusive school settings, in grasping the multilevel dimensions--types and diversity of activities, partnership principles, interactional contextual factors-- that facilitate or impede family-school-community partnership. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01