Parents as Collaborators: Building Partnerships with School- and Community-Based Providers

Autor/in	deFur, Sharon
Titel	Parents as Collaborators: Building Partnerships with School- and Community-Based Providers
Quelle	In: TEACHING Exceptional Children, 44 (2012) 3, S.58-67 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Secondary Education; Parent Participation; Parent Role; Disabilities; Parent School Relationship; Transitional Programs; Partnerships in Education; Cooperation; Special Needs Students; Program Development; Agency Cooperation; Adolescent Development; Cultural Relevance; Individualized Education Programs + Suchen Sie Ihr Suchwort? Sekundarbereich; Elternmitwirkung; Parental role; Elternrolle; Handicap; Behinderung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Hochschulpartnerschaft; Co-operation; Kooperation; Sonderpädagogischer Förderbedarf; Programmplanung; Individualized education program; Individualisierendes Lernen
Abstract	Parental involvement and parent-school-community partnerships receive wide acclaim for making a positive difference in the educational and transition outcomes for youth with and without disabilities. Although the impact of parental involvement in education remains undisputed, secondary education traditionally emphasizes the emerging adult independence of adolescents as developmentally appropriate. Consequently, the role of parents in secondary education often receives diminished attention. At the same time, the majority of families, with and without children with disabilities, take for granted that there will be a lifetime relationship among family members. Some families presume this care-giving responsibility relationship extends to all members of the family. Partnerships between parents and service providers during the transition period represent a critical strategy toward achieving student transition goals. Partnerships between families and transition service providers serve two primary purposes: (a) to improve transition services and outcomes for youth with disabilities, and (b) to develop within each family the knowledge and skills that will be needed for families to continue in an appropriate support role for their adult son or daughter with a disability. In this article, the author discusses how to develop partnerships with school- and community-based providers. (Contains 1 figure.) (ERIC).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10