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The importance of partnerships between professionals and the parents of children with special needs/disability is well established in childcare legislation. But is it reflected in practice? Written for practitioners and those in training, this book recognises that forming partnerships can be a fraught process involving dissent as well as cooperation. Naomi Dale draws on case histories from her own experience to examine key partnership issues such as consent, confidentiality and diagnosis delivery. She combines up-to-date theory and research with practice to provide a wealth of suggestions and ideas for effective family work. Working with Families of Children with Special Needs features useful exercises with each chapter, making it an excellent resource book and practice manual for multidisciplinary professionals.
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Learn how to work with and relate to the family of each child in an early childhood education program. Includes ideas about transforming the way schools and programs relate to families - each one according to their unique assets and needs with the goal of enriching and enlivening the school community and ensuring better outcomes for each child and the entire program. It will emphasize strategies for getting to know each family the way you get to know an individual person, and learn about their interests, their strengths, their style of interacting and their needs/challenges to encourage programs to move away from one-size-fits-all approaches to family engagement.
When families with young children are affected by adversity, early childhood professionals can be in a unique position to help them reduce the effects that difficult circumstances may have on children. How educators engage with families in these contexts matters greatly.The idea of partnership refers to relationships between professionals and parents, based on trust, openness and mutual respect for one another's expertise. Partnership is particularly important when engaging in a strengths-based way with parents facing additional pressures.This book explains how: educators and parents can recognise and work with differences, especially those related to knowledge and expertise, partnership can be understood and implemented as a mind-expanding process through which educators and parents can co-create new meanings, understanding and possibilities for action.The book presents practical strategies-drawn from a study conducted in Australian settings-that can help educators work respectfully, jointly and effectively with parents affected by adversity. Through case studies and real-life examples, it also brings to life the key concepts of 'making noticing count' and working with 'what matters'. These are two key strategies that can foster productive and respectful relationships with families. They capture elements of effective practices, build on early childhood professionals' expertise, and offer possibilities for implementation and adaptation in diverse contexts.
Proven tools and strategies for partnering with parents as an essential element in successful ECE programs.
Offering practical advice and guidance on how to establish and maintain effective multi-agency partnership working in your setting, this book will tell you how to meet the Every Child Matters outcomes for children and young people. It clarifies the skills and knowledge required in order to form productive partnerships, and shows you how to set up and maintain good collaborative practice.
Countless studies demonstrate that students with parents actively involved in their education at home and school are more likely to earn higher grades and test scores, enroll in higher-level programs, graduate from high school, and go on to post-secondary education. Beyond the Bake Sale shows how to form these essential partnerships and how to make them work. Packed with tips from principals and teachers, checklists, and an invaluable resource section, Beyond the Bake Sale reveals how to build strong collaborative relationships and offers practical advice for improving interactions between parents and teachers, from insuring that PTA groups are constructive and inclusive to navigating the complex issues surrounding diversity in the classroom. Written with candor, clarity, and humor, Beyond the Bake Sale is essential reading for teachers, parents on the front lines in public schools, and administrators and policy makers at all levels.
Schools that are most successful in engaging parents and other family members in support of their children's learning look beyond traditional definitions of parent involvement--parent teacher organizations or signing report cards--to a broader conception of supporting families in activities outside of school that can encourage their children's' learning. This idea book is intended to assist educators, parents, and policy makers as they develop school-family partnerships, identifying and describing successful strategies used by 20 local Title I programs. Following an executive summary, the book notes resources for involving families in education, includes research supporting such partnerships, and describes how Title I encourages partnerships. Next, the book describes successful local approaches to family involvement in education, organized around strategies for overcoming common barriers to family involvement, including: (1) overcoming time and resource constraints; (2) providing information and training to parents and school staff; (3) restructuring schools to support family involvement; (4) bridging school-family differences; and (5) tapping external supports for partnerships. Finally, the book presents conclusions about establishing and sustaining partnerships, noting that at the same time that successful partnerships share accountability, specific stakeholders must assume individual responsibility, and that those schools that succeed in involving large numbers of parents invest energy in finding solutions for problems, not excuses. Four appendices present profiles of 10 successful partnerships, descriptions in table format of 20 successful local approaches, contact information for profiled partnership programs, and resources for building successful partnerships. Contains 13 references. (HTH)
First published in 1999, this volume is a collection of essays focused on the theme of partnership with parents in social work practice with children and families. It covers issues relating to the quality of care and preparation for aftercare, particularly children’s identity needs and preparation for life after care which are highlighted in the Quality Protects programme. It developed from an action research project, funded by the Joseph Rowntree Foundation and conducted by the editors a Warwick University between 1993 and 1996. Through teaching activities associated with the implementation of the Children Act 1989 the editors became aware that there were many parents who had lost contact with both their child and their child’s social workers after their child had entered the care system. These were the ‘lost’ parents of the study. Partnership with parents has become an integral part of social work with children and families living together or apart. Inevitably it concerns many other people involved in the care of children and providing advice to individuals. Partnership permeates all aspects of relationships between parents, children and those providing care in place of parents. Consequently, the issues discussed in this book are of relevance to all those working directly or indirectly with children, parents and other relatives. Amongst these are social workers, family placement workers, carers and residential workers, team managers and policy makers in local authority social services departments, guardians ad litem, court welfare officers and lawyers acting for children or parents, children’s rights officers and advisers working in voluntary agencies which support families and children.