Working with Families
The importance of collaborating with families to promote participation in educational decision-making has been identified as one of the key principles of the Individuals with Disabilities Act (IDEA).
IDEA provides for specific rights that enable parents to participate as equal members of the IEP team and to be involved in evaluation, placement, and special education and related service decisions.
Family–professional partnerships have been defined as a relationship in which families (not just parents) and professionals agree to build on each other’s expertise and resources, as appropriate, for the purpose of making and implementing decisions that will directly benefit students and indirectly benefit other family members and professionals. Teachers should respectfully and effectively communicate considering the background, socioeconomic status, language, culture, and priorities of the family, and ensure families are informed about their rights as well as about special education processes.
A Principal's Guide to Special Education (4th Edition)
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Bullying and Suicide: Preventative Measures for Schools
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Assessing and Addressing the Needs of Young Children with Disabilities through Telecommunication
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A Valuable Partner: Setting the Stage For Effective Family Engagement
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Determining What Works Best for Students: Taking a Deeper Look at Critical Special Education Issues
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Preparing to Support Students in a COVID-Impacted Learning Environment
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The IEP Process: Essential Strategies for Special Education Teachers
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What Principals Need to Know about Discipline and Students with Disabilities
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What Principals Need to Know to Avoid Special Education Litigation
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