Families and Professionals: Trusting Partnerships in General and Special Education, 8th edition

Published by Pearson (January 1, 2021) © 2022

  • Ann Turnbull
  • H Rutherford Turnbull University of Kansas, Emeritus
  • Grace L Francis George Mason University
  • Meghan M. Burke University of Illinois at Urbana-Champaign
  • Kathleen Kyzar Texas Christian University
  • Shana Haines The University of Vermont
  • Tracy Gershwin University of Northern Colorado
  • Katharine Shepherd The University of Vermont
  • Natalie Holdren University of California, Santa Barbara
  • George H.S. Singer University of California, Santa Barbara

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For courses in special education or collaboration in special education.

Creating trusting partnerships in general and special education

Families and Professionals presents the why, who, and how of building partnerships among all educators, their students, and students' families.

The 8th Edition brings together new content, pedagogy, and practical strategies that are relevant to both general and special education professionals. A new case shows the intricacies of creating partnerships over a school year. A new Compendium includes step-by-step research-based strategies. Enhanced trust, social justice, and diversity content illustrates the crucial role they play in maintaining partnerships.

Hallmark features of this title

  • A research-based Sunshine Model of trusting partnerships details 5 essential dimensions of partnerships (equity, respect, communication, advocacy, and commitment) and 7 opportunities to develop those partnerships.
  • A systems approach to partnerships examines both the family as a system and the school as a system. Readers will see how any event that affects a part of the system influences the whole.
  • Social justice and diversity topics are emphasized, exploring the issues of race, ethnicity, socioeconomics, education, national origin, sexual orientation, gender and gender identity, linguistics, trauma, ability, and disability.
  • Descriptions of the 4 federal laws that govern education detail the background, requirements, and implications of critical legislation.

New and updated features of this title

  • NEW: The new 4-part organization outlines the why, who and how of creating partnerships among general and special educators and their students' families.
  • NEW: A realistic case story illustrates the journey and nuances of creating trusting partnerships over the span of a school year.
  • NEW: Step-by-step research-based strategies in the Compendium describe how readers can apply the practices highlighted in each chapter. Marginal notes throughout each chapter link directly to a Compendium entry that implements a chapter concept.
  • NEW: 5 new pedagogical features model best practices for putting policy into practice, examining partnerships through a cultural lens, advocating for change, partnering with students, and preventing or resolving conflict.

The LMS-Compatible Assessment Bank streamlines assessments and grading

  • NEW: Learning outcome quizzes, application exercises and automatically graded chapter tests can be assigned from a packaged file. Questions give students feedback and model responses based on their answers.

Features of Pearson eText for the 8th Edition

  • UPDATED: Video Examples, including authentic classroom videos and interviews with experts in the field, expand on principles or concepts in each chapter, helping put the reading into context. New videos showcase professionals from the Dr. William W. Henderson K-12 Inclusion School in Boston and CHIME, a school in Los Angeles.
  • IRIS Center Modules, based on research at Vanderbilt University, use interactive elements to describe effective strategies for teaching students with disabilities.
  • An Interactive Glossary allows students to quickly build their professional vocabulary as they read.

Brief Table of Contents

PART I: The “Why” of Partnerships

  1. Trust, Partnerships, and Social Justice
  2. Trusting Partnerships and the Law

PART II: The “Who” of Partnerships

  1. Family Systems and Family
  2. Family Systems: Interactions, Functions, and Life Span
  3. School Systems

PART III: The “How” of Partnerships

  1. Equity
  2. Respect
  3. Communication
  4. Advocacy
  5. Commitment

PART IV: Compendium of Research-Based Strategies

Full Table of Contents

PART I: The “Why” of Partnerships

  1. Trust, Partnerships, and Social Justice
    • Learning Outcomes
    • The First Day of School and Its Challenges
    • Foundations of Trusting Family-Professional Partnerships
    • Ecology of Education
    • Definitions
    • Overview of Research on the Nature of Partnerships in General and Special Education
    • The Sunshine Model of Trusting Family-Professional Partnerships
    • A Holistic Research-based Approach to Trusting
    • Partnerships in General and Special Education
    • Five Dimensions of Trusting Partnerships: The “How” of Trust
    • Seven Opportunities for Trusting Partnerships: The “What to Do” in Creating Trust
    • Benefits of Trusting Family-Professional Partnerships in General and Special Education
    • Trusting Partnerships and Social Justice
    • Defining Social Justice: A Problem and a Solution
    • The 14th Amendment of the U. S. Constitution: A Source of Fairness, Equality of Opportunity, and Dignity
    • Activism for Civil Rights: Seeking Fairness, Equality of Opportunity, and Dignity
    • Social Justice and Partnerships in Education
    • Summary
  2. Trusting Partnerships and the Law
    • Learning Outcomes
    • Using Laws to Create Trust
    • Every Student Succeeds Act (ESSA)
    • Background Problems and Reasons
    • Goals
    • Key Requirements for All Schools
    • Key Requirements for Title I Districts and Schools
    • Implications for Family-Professional Partnerships
    • Federal Education Rights and Privacy Act (FERPA)
    • Background Problems and Reasons
    • Goals
    • Key Requirements
    • Implications for Family-Professional Partnerships
    • Individuals with Disabilities Education Act (IDEA): Students with Disabilities
    • Goals
    • Requirement: Categories of Disability
    • Requirement: Ages of Eligibility
    • The Principle of Zero Reject
    • The Principle of Nondiscriminatory Evaluation
    • The Principle of Appropriate Education
    • The Principle of Placement in the Least Restrictive Environment
    • The Principle of Procedural Due Process
    • The Principle of Parent Participation
    • Section 504
    • Background Problems and Reasons
    • Goals
    • Key Requirements
    • Implications for Family-Professional Partnerships
    • Summary

PART II: The “Who” of Partnership

  1. Family Systems and Family
    • Characteristics
    • Learning Outcomes
    • Appreciating a Family's Characteristics
    • An Overview of Family Systems Theory
    • Inputs and Outputs
    • Wholeness and Subsystems
    • Boundaries
    • Family Characteristics: Culture and Identity
    • The Meaning and Relevance of Culture
    • Significant Influencers on Culture and Identity
    • Influence of Race and Ethnicity
    • Influence of Household Income
    • Influence of Geography
    • Influence of Disability
    • Family Characteristics: Lived Experiences
    • Influence of Immigration
    • Influence of Family Trauma
    • Summary
  2. Family Systems: Interactions, Functions, and Life Span
    • Learning Outcomes
    • Understanding a Family Life in Flux
    • Influence of Family Interactions
    • Partner Subsystem
    • Parental Subsystem
    • Sibling Subsystem
    • Extended Family Subsystem
    • Influence of Family Functions
    • Socialization
    • Education
    • Influence of the Family Life Span
    • Life Span Developmental Stages
    • Implications For Family-Professional Partnerships
    • Transitions
    • Summary
  3. School Systems
    • Learning Outcomes
    • Living and Learning in Buckley
    • Schools As Systems
    • Ecological Context
    • School Systems Framework
    • School System Characteristics
    • Population
    • School Types
    • Educators
    • Culture
    • Interactions Within School Subsystems
    • Administrator Subsystem
    • Educator and Staff Subsystem
    • Community Subsystem
    • Family Subsystem
    • Interactions Between and Among School Subsystems
    • Influence of School Functions and Level
    • Influence of School Functions
    • School Level
    • Summary

PART III: The “How” of Partnerships

  1. Equity
    • Learning Outcomes
    • Stand in My Shoes
    • Definition and Rationale
    • Definition
    • Rationale
    • Research on Relevance and Outcomes
    • Social Capital
    • Navigational Capital
    • Linguistic Capital
    • Resistance Capital
    • Aspirational Capital
    • Familial Capital
    • Strategies for Implementation
    • Social Capital: Become Familiar with National, State, and Community Resources That Provide Social Support
    • Navigational Capital: Share Information with Families and Other Professionals
    • Navigational Capital: Overcoming Logistics
    • Linguistic Capital: Capitalizing on Families' Linguistic Strengths
    • Resistance Capital: Identifying When to Hold and When to Fold
    • Aspirational Capital: Make the “Least Dangerous Assumption”
    • Familial Capital: Getting to Know Families
    • Summary
  2. Respect
    • Learning Outcomes
    • Creating Circles of Respect
    • Definition and Rationale
    • Definition of Respect
    • Rationale for Demonstrating Respect
    • Research on Relevance and Outcomes
    • Effects of Respect
    • Barriers to Respect
    • Strategies for Implementation
    • Treat Students and Families with Dignity
    • Be Empathetic
    • Honor the Family's Culture
    • Summary
  3. Communication
    • Learning Outcomes
    • Engaging in Complicated Communication
    • Definition and Rationale
    • Defining Communication
    • Rationale for Communication
    • Research on Relevance and Outcomes
    • Two-way Communication
    • Frequent and Regular Communication
    • Culturally Responsive Communication
    • Empathetic Communication
    • Strategies for Implementation
    • Listening
    • Connecting
    • Expressing
    • Summary
  4. Advocacy
    • Learning Outcomes
    • Standing Firm to Meet Students' Needs and Overcome Conflict
    • Definition, Rationale, and History
    • Definition of Advocacy
    • Rationale for Advocacy
    • History of Advocacy in Special Education
    • Research on Relevance and Outcomes
    • Effects of Advocacy
    • Barriers to Advocacy
    • Strategies for Implementation
    • Facts: Develop Viewpoints on Key Issues
    • Perspectives: Pinpoint and Document Concerns
    • Problem Solvers: Identify Stakeholders and Find a Middle Ground
    • Optimal Solutions: Identify Several Feasible Options to Resolve Disagreement
    • Summary
  5. Commitment
    • Learning Outcomes
    • The Scope of Commitment
    • Definition and Rationale
    • Defining Commitment to Trusting Family-Professional Partnerships
    • Rationale for Demonstrating Commitment
    • Research on Relevance and Outcomes
    • School Culture
    • Skills
    • Other Commitments
    • Strategies for Implementation
    • Step 1: Define the Goal (What) and Reasons (Why) for Your Commitment
    • Step 2: Describe the Likely Rewards of Your Commitment
    • Step 3: List the Actions You Will Take to Carry Out Your Commitment
    • Step 4: Anticipate Obstacles and Identify Solutions
    • Step 5: Acknowledge the Investments You Have Already Made
    • Step 6: Manage Your Many Commitments
    • Create Your Own Plan
    • Concluding the López-Buckley Story and Revisiting the Major Themes
    • Summary

PART IV: Compendium

APPENDICES

  1. Resources for Supporting Families
  2. Resources for Research-Based Practices
Glossary
References
Name Index
Subject Index
Special Feature Contents
Policy into Practice
  • Brown v. Board of Education and Equality of Opportunity
  • Endrew F. v. Douglas County RE-1 and an Appropriate Education
  • Gun-Free Schools and Equitable Discipline to Promote Safety
  • Defining “Parent”
  • Harassment, Bullying, and Discrimination
  • Complex Needs, Family Advocacy, and Student Inclusion
  • Respecting Family Boundaries and Health Care Rights
  • Notice That Notifies, Not Notice That Mystifies
  • Shaffer v. Weast and Parents' Advocacy Burden
  • Embedding Trusting Family-Professional Partnerships

A Cultural Lens

  • Confronting Bias in Communicating with Families
  • Family Engagement in Title I Schools
  • Acknowledging and Addressing Your Cultural Lens
  • Being a Partner in Education with Same-sex Parents
  • Debates on Religion and Discipline
  • Partnering with Families Dealing with Incarceration and Drug Addiction
  • Reflecting and Addressing Your Own Cultural Lens
  • Celebrate Multilingualism, Not “English Proficiency”
  • The Intersection of Culture and Advocacy
  • Using Perspective Taking to Maintain Commitment When Faced with Philosophical Differences

Advocacy in Action

  • Disproportional Racial Discipline
  • Advocating for a Transgender Student with Autism
  • Addressing Homelessness and Food Insecurity
  • Encouraging Advocacy Among Siblings of Individuals with Disabilities
  • Advocating for a Successful Preschool-to-Elementary School Transition
  • Advocating for Emerging Bilingual Families
  • Restraining Judgment When Families Advocate
  • Advocating for Families of Students Who Are Emergent Bilinguals or Multilinguals
  • Advocating for School Services
  • Advocating for a Summer Institute on Family-Professional Partnerships

Conflict Prevention and Resolution

  • Using Restorative Justice Strategies as an Alternative to Juvenile Detention
  • Mediation for Resolving an IEP Dispute
  • Mandated Reporting
  • Different Views of Self-Determination
  • Disability Identification
  • Reverse Discrimination and Participatory Decision Making
  • Addressing Conflict Within School Meetings
  • Communication as a Trigger for Conflict
  • Title 1 Parent Rights
  • Resolving Conflicts to Stay Committed to Inclusion and Family-Professional Partnerships

Partnering with Students

  • Supporting Students' Dignity
  • Using the Migrant Student Information Exchange (MSIX) for Records Transfers
  • Exploring Gender Identities
  • Enhancing Student Homework
  • Appropriately Advocating for Students to Be Involved in Out-of-School Activities
  • Supporting Students to Reduce Peer Conflict and Build Peer Trust
  • Facilitating Self-Determination in Young Children
  • Enhancing Student Communication
  • Enhancing Student Advocacy Through Person-centered Planning
  • Finding a Mentor

About our authors

Ann Turnbull is the Beach Distinguished Professor Emerita of the University of Kansas. Her son, Jay Turnbull, had several disabilities. As a special education faculty member for 4.5 decades, she has specialized in family quality of life and family-professional partnerships. She hopes that you will embrace and experience trusting family-professional partnerships leading to win-win-win outcomes for students, professionals and families.

Rud Turnbull, also the Beach Distinguished Professor Emeritus, is a lawyer concerned with the human condition in a policy context; he specializes in disability policy, particularly its justifications and effects on families, individuals and professionals. He wants you to understand that, as a professional in education, you and your students' families are partners in a civil rights movement, the liberation of students' capacities through education.

Grace L. Francis is an Assistant Professor of special education at George Mason University. Her research interests include family-professional partnership policies and practices and postschool outcomes that result in a high quality of life for individuals with significant support needs. She hopes educators continuously interrogate their own perceptions and values in order to better understand others.

Meghan Burke is an Associate Professor in the Department of Special Education at the University of Illinois at Urbana-Champaign. Her research examines disability policy and service delivery systems, parent advocacy, and roles of siblings of individuals with disabilities. She hopes you serve as a lifelong advocate with students and their families.

Kathleen Kyzar is an Associate Professor of early childhood education in the College of Education at Texas Christian University. She specializes in family-school partnerships within early childhood/elementary school settings. She hopes that you integrate partnership practices as a part of your daily work with students and families, and that you advocate for partnership practices to be a priority in your school and district.

Shana J. Haines is an Associate Professor of education at the University of Vermont. She focuses her research on family-professional partnerships for families whose children have disabilities or who arrived in the U.S. as refugees, and on improving teacher preparation. She wants you to participate actively in increasing equity by improving the education system for diverse learners through partnering with families.

Tracy Gershwin is a Professor of special education at the University of Northern Colorado. She specializes in family-professional partnerships, conflict prevention, alternative dispute resolution, and special education law. She hopes you can develop and nurture meaningful and trusting family-professional partnerships that will continue to encourage growth for all students.

Katharine G. Shepherd (Katie) is the Levitt Family Green and Gold Professor in the College of Education and Social Services at the University of Vermont. Her research interests include collaboration among families and school professionals, leadership for inclusive schools and implementation of tiered systems of support. She hopes you place families at the center of efforts to ensure that our schools promote equity, accessibility, inclusion and an ethic of care.

Natalie Holdren is the education specialist credential coordinator at the University of California, Santa Barbara. Her orientation toward issues of equity has become the basis for her work on training preservice educators to partner with all families to meet student needs. She believes that you, when provided with the appropriate training and support, can be an agent of change for social justice.

George H. S. Singer is a Professor of special education at the University of California, Santa Barbara. He is the son, grandson, brother and grandfather of individuals with disabilities. He specializes in studying family support with a focus on how parents help other parents. He wants you to understand the importance of science-based practices in supporting individuals with disabilities and their families within a framework of genuine partnerships.

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