Adressing the Barriers to Family-School Collaboration: A Brief Review of the Literature and Recommendations

Year 2018, , 26 - 32, 12.08.2018

Marla J. Lohmann Andrea R. Hathcote Kathleen A. Hogan

https://doi.org/10.20489/intjecse.454424

Abstract

A child’s education, both academic and social,
is significantly improved through effective collaborations between families and
schools.  For young children with
disabilities, partnerships between families and schools are especially
critical.  Increased family involvement
in schools can lead to more positive long-term outcomes for students.  Despite the benefits of family-school
collaboration, the literature has identified a variety of beliefs and behaviors
that act as barriers preventing families from being actively involved in the special
education process.  The barriers can be
divided into four major categories: (a) parental knowledge and attitudes, (b)
disparity between families and schools, (c) current family situations, and (d)
logistical issues.  This article pr

Keywords

: Barriers, family-school collaboration, Early Childhood Special Education

References

• Applequist, K.L. (2009). Parent perspectives of special education: Framing of experiences for prospective special educators. Rural Special Education Quarterly, 28(2), 3-16.
• Boyd, B.A. & Correa, V.I. (2005). Developing a framework for reducing the cultural clash between African American parents and the special education system. Multicultural Perspectives, 7(2), 3-11.
• Campbell-Whatley, G.D. & Gardner, R. (2002). Strategies and procedures for designing proactive interventions with a culturally diverse population of students with emotional or behavioral disorders and their families/caregivers. In L.M. Bullock & R.A. Gable (Eds.) Fourth CCBD Mini-library series: Addressing the diverse needs of children and youth with emotional/behavioral disorders: Programs that work. Arlington, VA: Council for Children with Behavioral Disorders.
• Cartledge, G., Tam, K.Y., Loe, S.A., Miranda, A.H., Lambert, M.C., Kea, C.D., et al. (2002).
• Culturally and linguistically diverse students with behavioral disorders. In L.M. Bullock & R.A. Gable (Eds.) Fourth CCBD Mini-library series: Addressing the diverse needs of children and youth with emotional/behavioral disorders: Programs that work. Arlington, VA: Council for Children with Behavioral Disorders.
• Cooper, C., Crosnoe, R. Suizzo, M. & Pituch, K. (2010). Poverty, race, and parental involvement during the transition to elementary school. Journal of Family Issues, 31, 859–883.
• Dryfoos, J. G. (2003). A community school in action. Reclaiming Children and Youth, 11(4), 203-205.
• Epstein, J.L. (2001). Building bridges of home, school, and community: The importance of design. Journal of Education for Students Placed At Risk, 6(1&2), 161-168.
• Epstein, J.L. (2005). Links in a professional development chain: Preservice and inservice education for effective programs of school, family, and community partnerships. The New Educator, 1, 125-141.
• Epstein, J. L. (2008). Improving family and community involvement in secondary schools. The Education Digest, 73(6), 9-12.
• Epstein, J.L., & Hollifield, J.H. (1996). Title I and school-family- community partnerships:
• Using research to realize the potential. Journal of Education for Students Placed At Risk, 1(3), 263-278.
• Epstein, J.L., & Sanders, M.G. (2006). Prospects for change: Preparing educators for school, family, and community partnerships. Peabody Journal of Education, 81(2), 81-120.
• Fishman, C.E., & Nickerson, A.B. (2014). Motivations for involvement: A preliminary investigation of parents of students with disabilities. Journal of Child & Family Studies, 24(2), 523-535.
• Flanigan, C.B. (2007). Preparing preservice teachers to partner with parents and communities: An analysis of college of education faculty focus groups. The School Community Journal, 17(2), 89-109.
• Fontil, L., & Petrakos, H.H. (2015). Transition to school: The experiences of Canadian and immigrant families of children with autism spectrum disorders. Psychology in the Schools, 52(8), 773-788.
• Fox, L., Dunlap, G., & Cushing, L. (2002). Early intervention, positive behavior support, and transition to school. Journal of Emotional & Behavioral Disorders, 10(3), 149-157.
• Hossain, Z. & Anziano, M.C. (2008). Mothers’ and fathers’ involvement with school-age children’s care and academic activities in Navajo Indian families. Cultural Diversity and Ethnic Minority Psychology, 14, 109-117.
• Kincaid, D., Knab, J.T., & Clark, H.B. (2005). Person-centered planning. (2005). Mental Health
• Law & Policy Faculty Publications. Paper 702. Retrieved from http://scholarcommons.usf.edu/mhlp_facpub/702:
• Kirmani, M.H. (2007). Empowering culturally and linguistically diverse children and families. Young Children, 62, 94-98.
• Koch, J.M. (2007). How schools can best support Somali students and their families. International Journal of Multicultural Education, 9, 1-15.
• Obiakor, F., Algozzine, B., Thurlow, M., Gwalla-Ogisi, N., Enwefa, S., Enwefa, R., et al. (2002).
• Addressing the issue of disproportionate representation: Identification and assessment of culturally diverse students with emotional or behavioral disorders. In L.M. Bullock & R.A. Gable (Eds.) Fourth CCBD Mini-library series: Addressing the diverse needs of children and youth with emotional/behavioral disorders: Programs that work. Arlington, VA: Council for Children with Behavioral Disorders.
• Rosenberg, S.A., Robinson, C., & Fryer, G.E. (2002). Evaluation of paraprofessional home visiting services for children with special needs and their families. Topics in Early Childhood Special Education, 22(3), 158-169.
• Sheldon, S.B., & Epstein, J.L. (2004). Getting students to school: Using family and involvement to reduce chronic absenteeism. School Community Journal, 14(2), 39-56.
• Sommerville, D., & McDonald, S. (2002). Developing school and community partnerships to meet the needs of students with challenging behaviors. In J. Chapple, L.M. Bullock, & R. A. Gable (Eds.), CASE/CCBD mini library series: Safe, drug-free, and effective schools. Arlington, VA: Council for Children with Behavioral Disorders and the Council for Administrators of Special Education.
• Soutullo, O.R., Smith-Bonahue-T.M., Sanders-Smith, S.C., & Navia, L.E. (2016). Discouraging partnerships? Teachers’ perspectives on immigrant-related barriers to family-school collaboration. School Psychology Quarterly, 31(2), 226-240.
• Stanley, S. (2011). Visiting teachers and students with developmental disabilities. Children & Schools, 33(3), 168-175.
• Wells, J.C., & Sheehey, P. (2012). Person-centered planning. Teaching Exceptional Children 44(3), 32-39.Yamauchi, L.A., Lau-Smith, J-A., & Luning, R.J.I. (2008). Family involvement in a Hawaiian language immersion program. The School Community Journal, 18, 39-60.
• Ziegler, W. (2001). Putting your community into school learning. Education Digest, 67(3), 51-55.