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

Year 2018, Volume: 10 Issue: 1, 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

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