Skip to main content
SpringerLink
Log in

Collaboration Between Parents of Children with Disabilities and Professionals in Schools

  • Chapter
  • First Online:
Book cover School-Parent Collaborations in Indigenous Communities

  • 1049 Accesses

Abstract

ara>The value and contribution of parents’ collaboration with professionals who treat their children has been the focus of a great deal of social and educational debate in the twenty-first century (Stoner et al. 2005) and it is a particularly critical issue in special education frameworks. This collaboration is undergoing a transition to a new era (Kasahara and Turnbull 2005) and the social debate reflects parents increased involvement in their children’s lives, a development which is deeply rooted in democratic society. From a democratic perspective, parent collaboration attests to the implementation of the rights to equality and pluralism by democratic means, as exemplified in nonprofit organizations, support groups, and pressure groups.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    Passed in Israel in 1988, the Special Education Law consists of four parts: (1) Provides definition of terms, e.g., special education, children with special needs, institutions and auxiliary servicesfor children with special needs. (2) Describes the goals of special education. (3) Focuses on diagnosis and placement issues, and (4) Relates to special schools. Only two of the 24 sections of the Law address the parents of children with disability: Section 19, which focuses on the issue of IEP individual education programs, indicates that the child’s parent will be invited to a meeting when formulating such a program. Section 20 refers to a final evaluation, specifying that at the end of the school year the parents of a child in a special education school will receive a written evaluation of their child’s progress in a variety of areas.

References

  • Albrecht, G. L., Seelman, K. D., & Bury, M. (2001). Handbook of disability studies. Thousand Oaks: Sage.

    Google Scholar 

  • Amendt, T. (2008). Involvement to engagement: Community education practices in a suburban elementary school and an inner-city community school. Unpublished master’s thesis, University of Saskatchewan, Saskatoon, SK.

    Google Scholar 

  • Begay, G. R., Roberts, R. N., Weisner, S. T., & Matheson, C. (1999). Indigenous and informal systems of support – Navajo families who have children with disabilities. Bilingual Review, 1, 79–94.

    Google Scholar 

  • Bempechat, J. (1992). The role of parent involvement in children’s academic achievement. School Community Journal, 83, 85–102.

    Google Scholar 

  • BigFoot, D. S. (1998). Cultural considerations. Upon the back of a turtle. A cross-cultural curriculum for federal criminal justice personnel. Sponsored by the Office for Victims of Crime, Contract # 96-VR-GX-0002 Copyright © CCAN, OUHSC.

    Google Scholar 

  • Blanche, E. I. (1996). Alma: Coping with culture, poverty, and disability. The American Journal of Occupational Therapy, 50, 265–276.

    Article  PubMed  Google Scholar 

  • Bloom, L. R. (2001). “I’m poor, I’m single, I’m a mom, and I deserve respect” advocating in schools and with mothers in poverty. Educational Studies, 32, 300–316.

    Google Scholar 

  • Blue-Banning, M., Summers, J. A., Frankland, H. G., Nelson, L. L., & Beegle, G. (2004). Dimensions of family and professional partnerships: Constructive guidelines for collaboration. Exceptional Children, 70, 167–184.

    Google Scholar 

  • Bowers, C. A. (1995). Educating for an ecologically sustainable culture: Rethinking moral education, creativity, intelligence, and other modern orthodoxies. Albany, NY: State University of New York Press.

    Google Scholar 

  • Boyer, E. (1995). The basic school: A community for learning. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching.

    Google Scholar 

  • Bradshaw, W. (2013). A framework for providing culturally responsive early intervention services. Young Exceptional Children, 16(1), 3–15.

    Article  Google Scholar 

  • Brandon, R. R. (2007). African American parents: Improving connections with their child’s educational environment. Intervention in School and Clinic, 43, 116–120.

    Article  Google Scholar 

  • Bullivant, B. M. (1993). Culture: Its nature and meaning for educators. In J. Banks & C. McGee-Banks (Eds.), Multicultural education: Issues and perspectives (2nd ed., pp. 29–47). Needham Heights, MA: Allyn & Bacon.

    Google Scholar 

  • Burchinal, M., Skinner, D., & Reznic, J. S. (2010). European American and African American mothers’ beliefs about parenting and disciplining infants: A mixed-method analysis. Parenting Science and Practice, 10, 79–96.

    Article  Google Scholar 

  • Campinha-Bacote, J. (1999). A model and instrument for addressing cultural competence in health care. Journal of Nursing Education, 38, 203–207.

    PubMed  Google Scholar 

  • Carter, S. (2002). The impact of parent/family involvement on student outcomes: An annotated bibliography of research from the past decade. IDEAs that work. U.S. Office of Special Education Programs. CADRE-Consortium for Appriate Dispute Resolution in Special Education.

    Google Scholar 

  • Chan, S. (1990). Early intervention with culturally diverse families of infants and toddlers with disabilities. Young Children, 3(2), 78–87.

    Article  Google Scholar 

  • Cho, S. J., Singer, G., & Brenner, B. (2003). A comparison of adaptation to childhood disability in Korean immigrant and Korean mothers. Focus on Autism and Other Developmental Disabilities, 18(1), 9–20.

    Article  Google Scholar 

  • Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data—Complementary strategies. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Colombo, M. W. (2006). Building school partnerships with culturally and linguistically diverse families. Phi Delta Kappan, 88, 314–318.

    Google Scholar 

  • Cook, L., & Friend, M. (2010). The state of the art of collaboration on behalf of students with disabilities. Journal of Educational and Psychological Consultation, 20, 1–8.

    Article  Google Scholar 

  • Cox, D. D. (2005). Evidence-based interventions using home-school collaboration. School Psychology Quarterly, 20(4), 473–497.

    Article  Google Scholar 

  • Creswell, J. (2002). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Danseco, E. R. (1997). Parental belief on childhood disability: Insights on culture, child development and intervention. International Journal of Disability, Development and Education, 44, 41–51.

    Article  Google Scholar 

  • De Carvalho, M. E. P. (2001). Rethinking family-school relations: A critique of parental involvement in schooling. Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Dempsey, I., Foreman, P., Sharma, N., Khanna, D., & Arora, P. (2001). Correlates of parental empowerment in families with a member with a disability in Australia and India. Developmental Disabilities Bulletin, 29, 113–131.

    Google Scholar 

  • Denzin, N. K. (1997). Integrative ethnography: Ethnographic practices for the 21st century. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Diller, J. V. (1999). Cultural diversity: A primer for the human services. Boston: Wadsworth.

    Google Scholar 

  • Drain, C., & Hall, B. (1986). Culture shock! Indonesia. Singapore: Times Books International.

    Google Scholar 

  • Dunst, C. J., & Dempsey, I. (2007). Family-professional partnerships and parenting competence, confidence, and enjoyment. International Journal of Disability, Development and Education, 54(3), 305–318.

    Article  Google Scholar 

  • Edgerton, R. B. (1970). Mental retardation in non-Western societies: Toward a cross-cultural perspective on incompetence. In H. C. Haywood (Ed.), Sociocultural aspects of mental retardation (pp. 523–559). New York, NY: Appleton Century-Crofts.

    Google Scholar 

  • Epstein, J. (1993). Make parents your partners. Instructor, 19, 119–136.

    Google Scholar 

  • Epstein, J. L. (1995). School, family, community partnerships: Caring for the children we share. Phi Delta Kappan, 76(3), 701–713.

    Google Scholar 

  • Epstein, J. L. (1996). Advances in family, community, and school partnerships. New Schools, New Communities, 12(3), 5–13.

    Google Scholar 

  • Fadiman, A. (1997). The spirit catches you and you fall down: A Hmong child, her American doctors, and the collision of two cultures. New York: Farrar, Strauss, & Giroux.

    Google Scholar 

  • Fine, M. J., & Nissenbaum, M. S. (2000). The child with disabilities and the family: Implications for professionals. In M. J. Fine & R. L. Simpson (Eds.), Collaboration with parent and families of children and youth with exceptionalities (pp. 3–26). Austin, TX: Pro-Ed.

    Google Scholar 

  • Fong, R., Boyd, C., & Browne, C. (1999). The Ghandi technique: A biculturalization approach for empowering Asian and Pacific Islander families. Journal of Multicultural Social Work, 7, 95–110.

    Article  Google Scholar 

  • Frankland, H. C., Turnbull, A. P., & Blackmountain, L. (2004). An exploration of the self-determination construct and disability as it relates to the Dine (Navajo) culture. Education and Training in Developmental Disabilities, 9(3), 191–205.

    Google Scholar 

  • Freire, P. (1970). Pedagogy of the oppressed. New York: Herder and Herder.

    Google Scholar 

  • Friend, M., & Cook, L. (2009). Interactions: Collaboration skills for school professionals (6th ed.). Boston: Allyn and Bacon.

    Google Scholar 

  • Garcia, S. B., Mendez, P, A., & Ortiz, A. (2000). Mexican American mothers’ beliefs about disabilities: Implications for early childhood intervention. Remedial and Special Education, 21, 90–100, 120.

    Google Scholar 

  • Goffman, E. (1959). The presentation of self in everyday life. New York: Doubleday.

    Google Scholar 

  • Hanson, M. J., Lynch, E. W., & Wayman, K. I. (1990). Honoring the cultural diversity of families when gathering data. Topics in Early Childhood Special Education, 10, 112–131.

    Article  Google Scholar 

  • Harry, B. (1992). Making sense of disability: Low-income, Puerto Rican parents’ theories of the problem. Exceptional Children, 59, 27–40.

    PubMed  Google Scholar 

  • Harry, B. (2008). Collaboration with culturally and linguistically diverse families: Ideal versus reality. Exceptional Children, 74, 373–388.

    Google Scholar 

  • Harry, B., Hart, J., & Klingner, J. K. (2005). African American families under fire: Ethnographic views of family strengths. Remedial and Special Education, 26(2), 101–112.

    Article  Google Scholar 

  • Harry, B., & Klinger, J. K. (2006). Why are so many minority students in special education? Understanding race and disability in schools. New York: Teachers College Press.

    Google Scholar 

  • Hedeen, T., Moses, P., & Marshall, P. (2011). Encouraging meaningful parent/educator collaboration: A review of recent literature. Eugene, OR: Center for Appropriate Dispute Resolution in Special Education (CADRE).

    Google Scholar 

  • Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Annual synthesis report. Austin, TX: National Center for Family and Community Connections with Schools.

    Google Scholar 

  • Hieneman, M., & Dunlap, G. (2000). Factors affecting the outcomes of community-based behavioral support: Identification and description of factor categories. Journal of Positive Behavior Interventions, 2, 161–169.

    Article  Google Scholar 

  • Kalyanpur, M., & Harry, B. (1999). Culture in special education: Building reciprocal family-professional relationships. Baltimore: Paul H. Brookes.

    Google Scholar 

  • Kalyanpur, M., & Harry, B. (2012). Cultural reciprocity in special education—Building family-professional relationships. Baltimore: Paul Brookes.

    Google Scholar 

  • Kalyanpur, M., & Rao, S. S. (1991). Empowering low-income black families of handicapped children. American Journal of Orthopsychiatry, 61, 523–532.

    Article  PubMed  Google Scholar 

  • Kasahara, M., & Turnbull, A. P. (2005). Meaning of family-professional partnership: Japanese mothers’ perspectives. Exceptional Children, 71(3), 249–265.

    Google Scholar 

  • Knox, M., Parmenter, T., Atkinson, N., & Yazbeck, M. (2000). Family control: The views of families who have a child with intellectual disability. Journal of Applied Research in Intellectual Disabilities, 13, 17–28.

    Article  Google Scholar 

  • Lai, Y., & Ishiyama, F. I. (2004). Involvement of immigrant Chinese-Canadian mothers of children with disabilities. Exceptional Children, 71, 97–108.

    Google Scholar 

  • Lau, A. S. (2010). Physical discipline in Chinese American immigrant families: An adaptive culture perspective. Cultural Diversity and Ethnic Minority Psychology, 16(3), 313–322. doi:10.1037/a0018667.

    Article  PubMed  Google Scholar 

  • Learning Disabilities Law. (2003). State of Israel (Hebrew).

    Google Scholar 

  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.

    Google Scholar 

  • Lo, L. (2005). Barriers to successful partnerships with Ghinese-speaking parents of children with disabilities in urban schools. Multiple Voices, 8(1), 84–95.

    Google Scholar 

  • Lucyshyn, J. M., Dunlap, G., & Albin, R. W. (Eds.). (2000). Families and positive behavior support: Addressing problem behavior in family contexts. Baltimore: Paul Brookes.

    Google Scholar 

  • Lynch, E. W., & Hanson, M. J. (1998). Steps in the right direction: Implications for interventionists. In E. W. Lynch & M. J. Hanson (Eds.), Developing cross-cultural competence: A guide for working with young children and their families (pp. 491–512). Baltimore: Paul Brookes.

    Google Scholar 

  • Lynch, E. W., & Hanson, M. J. (2004). Developing cross-cultural competence: A guide for working with children and their families (3rd ed.). Baltimore: Paul Brookes.

    Google Scholar 

  • Lynch, E. W., & Stein, R. C. (1987). Parent participation by ethnicity: A comparison of Hispanic, Black, and Anglo families. Exceptional Children, 54, 105–111.

    PubMed  Google Scholar 

  • Maddock, M. (2002). Home-school relationships: Understandings of children learning at home. Unpublished doctoral dissertation, University of Cambridge, Cambridge.

    Google Scholar 

  • Manning, M. L., & Lee, G. L. (2001). Working with parents—Cultural and linguistic considerations. Kappa Delta Pi Record, 37, 160–163.

    Article  Google Scholar 

  • Manor-Binyamini, I. (2003). Collaboration between interdisciplinary teamwork in a special education school. Issues in Special Education & Rehabilitation, 18(1), 61–74. Haifa: AHAVA Publishers (Hebrew).

    Google Scholar 

  • Manor-Binyamini, I. (2004). Collaboration between interdisciplinary teams and parents in special education schools. Issues in Special Education & Rehabilitation, 19(2), 35–51. Haifa: AHAVA Publishers (Hebrew).

    Google Scholar 

  • Mernis, L., & Leininger, R. (1992). Recommended practices in the identification, assessment, and provision of special education for culturally and linguistically diverse students. Springfield: Illinois State Board of Education.

    Google Scholar 

  • Nachshen, J. S. (2005). Empowerment and families: Building bridges between parent and professionals, theory and research. Journal of Developmental Disabilities, 11(1), 67–75.

    Google Scholar 

  • National Education Association. (2008). Promoting educators’ cultural competence to better serve culturally diverse students. Retrieved November 9, 2008, from www.nea.org/achievement/images/PB13_CulturalCompetence.pdf

  • Obiakor, F. E., Schwenn, J. O., & Rotatori, A. F. (Vol. Eds.). (1999). Advances in special education: Vol: 12. Multicultural education for learners with disabilities. Stamford, CT: Jai Press.

    Google Scholar 

  • Patton, M. Q. (2001). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage.

    Google Scholar 

  • Pedersen, P. B. (1981). Alternative futures for cross-cultural counseling and psychotherapy. In A. J. Marsella & P. B. Pedersen (Eds.), Cross-cultural counseling and psychotherapy (pp. 312–337). New York, NY: Pergamon.

    Google Scholar 

  • Pichette, E. F., Garrett, M. T., & Kosciulek, J. F. (1999). Cultural identification of American Indians and its impact on rehabilitation services. Journal of Rehabilitation, 65, 3–10.

    Google Scholar 

  • Pinkus, S. (2005). Bridging the gap between policy and practice: Adopting a strategic vision for partnership working in special education. British Journal of Special Education, 32(4), 174–232.

    Article  Google Scholar 

  • Rosenfeld, Y. (2002). Learning from success. Lecture at the School for the Development of Senior Education Workers in the Education System, Jerusalem.

    Google Scholar 

  • Sandall, S. P., Smith, B. J., McLean, M. E., & Ramsey, L. (2002). Qualitative research in early intervention/early childhood special education. Journal of Early Intervention, 25, 129–136.

    Article  Google Scholar 

  • Scherzer, A. L. (2009). Experience in Cambodia with the use of a culturally relevant developmental milestone chart for children in low- and middle-income countries. Journal of Policy and Practice in Intellectual Disabilities, 6(4), 287–292.

    Article  Google Scholar 

  • Shannon, K., & Stuart, V. (2005). Helping parents separate the wheat from the chaff: Putting autism treatments to the test. In J. Jacobson, R. M. Foxx, & J. A. Mulick (Eds.), Controversial therapies for developmental disabilities: Fad, fashion and science in professional practice (pp. 265–277). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Skrtic, T. M. (1985). Doing naturalistic research into educational organizations. In Y. S. Lincoln (Ed.), Organizational theory and inquiry: The paradigm revolution (pp. 185–220). Beverly Hills, CA: Sage.

    Google Scholar 

  • Skrtic, T. M. (1991). Behind special education: A critical analysis of professional culture and school organization. Denver, CO: Love Publishing.

    Google Scholar 

  • Skrtic, T. M. (1995). The crisis in professional knowledge. In E. L. Meyen & T. M. Skrtic (Eds.), Special education and student disability: An introduction: Traditional, emerging, and alternative perspectives (4th ed., pp. 567–608). Denver: Love Publishing.

    Google Scholar 

  • Sontag, J. C., & Schacht, R. (1994). An ethnic comparison of parent participation and information needs in early intervention. Exceptional Children, 60, 422–433.

    Google Scholar 

  • Spann, S. J., Kohler, F. W., & Soenken, D. (2003). Examining parents’ involvement in and perceptions of special education services: An interview with families in a parent support group. Focus on Autism and Other Developmental Disabilities, 18(4), 228–237.

    Article  Google Scholar 

  • Special Education Law. (1988). The State of Israel (Hebrew).

    Google Scholar 

  • Stiker, H. J. (1999). A history of disability (W. Sayers, Trans.). Ann Arbor: University of Michigan Press.

    Google Scholar 

  • Stoner, J. B., Bock, S. J., Thompson, J. R., Angell, M. E., Heyl, B. S., & Crowley, E. (2005). Welcome to our world: Parent perception of interactions between parents of young children with ASD and education professionals. Focus on Autism and Other Developmental Disabilities, 20(1), 39–51.

    Article  Google Scholar 

  • Symon, J. B. (2001). Parent education for autism: Issues in providing services at a distance. Journal of Positive Behavior Interventions, 3, 160–174.

    Article  Google Scholar 

  • Te Ahukaramu Charles Royal. (2002). Indigenous worldviews—A comparative study. Wellington: Te Wananga-o-Raukawa.

    Google Scholar 

  • Thomson, G. L. (2003a). Prediction in African American parent: Recommendations to increase the level of parent involvement within African American families. Journal of Educational Research, 96, 277–286.

    Article  Google Scholar 

  • Thomson, G. L. (2003b). No parent left behind: Strengthening ties between educators and African American parents/guardians. Urban Review, 35, 7–23.

    Article  Google Scholar 

  • Turnbull, H. R., Turnbull, A. P., Stowe, M. J., & Huerta, N. E. (2007). Free appropriate public education: The law and children with disabilities (7th ed., revised printing). Denver: Love Publishing.

    Google Scholar 

  • Westerman T., & Wettinfer, M. (1997). Psychological assessment and intervention of aboriginal people. Psychologically speaking. Western Australian Psychological Society.

    Google Scholar 

  • Williams, V., & Robinson, C. (2001). More than one wavelength: Identifying, understanding and resolving conflicts of interest between people with intellectual disabilities and their families. Journal of Applied Research in Intellectual Disabilities, 14, 30–46.

    Article  Google Scholar 

  • Yan, W., & Lin, Q. (2005). Parent involvement and mathematics achievement: Contrast across racial and ethnic groups. Journal of Educational Research, 99, 116–127.

    Article  Google Scholar 

  • Yin, R. (1991). Case-study research, design and methods (9th ed.). London: Sage.

    Google Scholar 

  • Zhang, C., & Bennett, T. (2003). Facilitating the meaningful participation of culturally and linguistically diverse families in the IFSP and IEP process. Focus on Autism and Other Developmental Disabilities, 18(1), 51–59.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Special Education, University of Haifa, Haifa, Israel

    Iris Manor-Binyamini

Authors
  1. Iris Manor-Binyamini
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Springer Science+Business Media New York

About this chapter

Cite this chapter

Manor-Binyamini, I. (2014). Collaboration Between Parents of Children with Disabilities and Professionals in Schools. In: School-Parent Collaborations in Indigenous Communities. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-8984-9_4

Download citation

Publish with us

Policies and ethics

Search

Navigation