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Improving Systems, Practices, and Outcomes

Engaging Families and Creating Trusting Partnerships to Improve Child and Family Outcomes March - June 2017

These resources appeared as a part of Engaging Families and Creating Trusting Partnerships to Improve Child and Family Outcomes.

Resources and References from Session 1: Getting to the Bottom Line of Family Engagement

Documents included in the policy/framework/practices synthesis:

Additional References

  • Bezdek, J., Summers, J.A., and Turnbull, A. (2010). Professionals' attitudes on partnering with families of children and youth with disabilities. Education and Training in Autism and Developmental Disabilities, 45(3), 356-365.
  • Brotherson, M.J., Summers, J.A., Naig, L.A., Kyzar, K., Friend, A., Epley, P., Gotto, G.S., and Turnbull, A.P. (2010). Partnership patterns: Addressing emotional needs in early intervention. Topics in Early Childhood Special Education, 30(1), 32-45.
  • Francis, G.L., Blue-Banning, M., Turnbull, A.P, Haines, S.J., Gross, J.M.S., and Hill, C. (2016). The culture of community in inclusive schools: Parental perspectives on family-school partnerships. Education and Training in Autism and Developmental Disabilities, 51(3), 281-293.
  • Haines, S.J., Summers, J.A., Turnbull, A.P., and Turnbull, H.R. (2015). Family partnership with a Head Start agency: A case study of a refugee family. National Head Start Research Association's Dialog, 17(4), 22-49.
  • Haines, S.J., Summers, J.A., Turnbull, A.P., and Turnbull, H.R. (2015). Family partnership with a refugee family: Practical implications from a case study. National Head Start Research Association's Dialog, 17(4), 124-130.
  • Haines, S.J., McCart, A., and Turnbull, A. (2013). Family engagement within early childhood responses to intervention. In V. Buysse and E.S. Peisner-Feinberg (Eds.), Handbook of response to intervention in early childhood (pp. 313-324). Baltimore: Paul H. Brookes Publishing.
  • Kyzar, K., Haines, S.J., Turnbull, A.P., and Summers, J.A. (2016). Research-based practices for fostering trusting partnerships with families in educating students with intellectual disability. In M.L. Wehmeyer and K.A. Shogren (Eds.), Research-based practices for educating students with intellectual disability. Oxon, United Kingdom: Taylor and Francis.
  • Kyzar, K.B., Brady, S.E., Summers, J.A., Haines, S.H., Turnbull, A.P. (2016). Services and supports, partnership, and family quality of life: Focus on deaf-blindness. Exceptional Children, 83(1), 77-91.
  • Summers, J.A., Hoffman., L., Marquis, J., and Turnbull, A.P., Poston, D., and Nelson, L.L. (2005). Measuring the quality of family-professional partnerships in special education services. Exceptional Children, 72(1), 65-82.
  • Summers, J.A., Hoffman., L., Marquis, J., Turnbull, A.P., and Poston, D. (2005). Relationship between parent satisfaction regarding partnerships with professionals and age of child. Topics in Early Childhood Special Education, 25(1), 48-58.
  • Summers, J.A., Marquis, J., Mannan, H., Turnbull, A.P., Fleming, K., Poston, D.J., Wang, M., and Kupzck, K. (2007). Relationship of perceived adequacy of services, family-professional partnerships, and family quality of life in early childhood service programs. International Journal of Disability, Development, and Education, 54(3), 319-338.
  • Turnbull, H. R. and Stowe, M. J. (2001). A taxonomy for organizing the core concepts according to their underlying principles. Journal of Disability Policy Studies, 12(3), 177-197.
  • Turnbull, H. R., Beegle, G., Stowe, M. S. (2001). The core concepts of disability policy affecting families who have children with disabilities. Journal of Disability Policy Studies, 12(3), 133-143.
  • Turnbull, H.R., Wilcox, B. L., Stowe, M. J., and Umbarger, G. T. (2001). Matrix of federal statutes and federal and state court decisions reflecting the core concepts of disability policy. Journal of Disability Policy Studies, 12(3), 144-176.
  • Turnbull, A.P., Turnbull, H.R., Erwin, E., and Soodak, L., Shogren, K. (2015). Families, professionals, and exceptionality: Positive outcomes through partnerships and trust (7th ed.). Boston, MA: Merrill/Prentice Hall.
  • Umbarger, G.T., Stowe, M.J., and Turnbull, H.R. (2005). The core concepts of health policy affecting families who have children with disabilities. Journal of Disability Policy Studies, 15(4), 201-208.

Resources and References from Session 2: Enhancing Trusting Partnerships at the Systems and Practice Levels: Reciprocal Opportunities for Professionals and Families

Documents

Additional References

  • Blue-Banning, M., Summers, J.A., Frankland, H.C., Nelson, L.L., and Beegle, G. (2004). Dimensions of family and professional partnerships: Constructive guidelines for collaboration. Exceptional Children, 70(2), 167-184.
  • Burke, M.M., and Hodapp, R.M. (2014). Relating stress of mothers of children with developmental disabilities to family-school partnerships. Intellectual and Developmental Disabilities, 52(1), 13-23. doi: 10.1352/1934-9556-52.1.13.
  • Eskow, K., Chasson, G., Mitchell, R., and Summers, J.A. (2015). Association between parent-teacher partnership satisfaction and outcomes for children and families with autism. Manuscript submitted for publication.
  • Kyzar, K.B., Brady, S.E., Summers, J.A., Haines, S.J., and Turnbull, A.P. (in press). Services and supports, partnership, and FQOL for families of children with deaf-blindness. Exceptional Children.
  • Summers, J.A., Hoffman., L., Marquis, J., and Turnbull, A.P., Poston, D., and Nelson, L.L. (2005a). Measuring the quality of family-professional partnerships in special education services. Exceptional Children, 72(1), 65-82.
  • Summers, J.A., Hoffman., L., Marquis, J., Turnbull, A.P., and Poston, D. (2005b). Relationship between parent satisfaction regarding partnerships with professionals and age of child. Topics in Early Childhood Special Education, 25(1), 48-58.
  • Summers, J.A., Marquis, J., Mannan, H., Turnbull, A.P., Fleming, K., Poston, D.J., Wang, M., and Kupzck, K. (2007). Relationship of perceived adequacy of services, family-professional partnerships, and family quality of life in early childhood service programs. International Journal of Disability, Development, and Education, 54(3), 319-338.
  • Tschannen-Moran, M., and Hoy, W. (2000). A multi-disciplinary analysis of the nature, meaning, and measurement of trust. Review of Educational Research, 70(4), 547-593).
  • Turnbull, A.P., Turnbull, H.R., Erwin, E., and Soodak, L., Shogren, K. (2015). Families, professionals, and exceptionality: Positive outcomes through partnerships and trust (7th ed.). Boston, MA: Merrill/Prentice Hall.
  • Turnbull, A.P., Turnbull, H.R., Agosta, J., Erwin, E., Fujiura, G., Singer, G., and Soodak, L. (2005). Support of families and family life across the lifespan. In C. Lakin and A.P. Turnbull (Eds.), National goals and research for persons with intellectual and developmental disabilities (pp. 217-256). Washington, DC: American Association on Mental Retardation.
  • Zuna, N.I. (2007). Examination of family-professional partnerships, parent-teacher communication, and parent involvement in families of kindergarten children with and without disabilities (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses Global. (3266511).

Resources and References from Session 3: Infusing Partnership Principles and Practices into Family Engagement Activities

Documents

Additional References

  • Epstein, J.L., and Sanders, M.G. (2006). Prospects for change: Preparing educators for school, family, and community partnerships. Peabody Journal of Education, 81(2), 81-120.
  • Fish, W. W. (2008). The IEP meeting: Perceptions of parents of students who receive special education services. Preventing School Failure, 53(1), 8-14.
  • Kyzar, K., Turnbull, A.P., and Summers, J.A. (2012). The relationship of family support to family outcomes: A synthesis of key findings from research on severe disability. Research and Practice for Persons with Severe Disabilities, 37(1), 1-13.
  • Mandic, C. G., Rudd, R., Hehir, T., and Acevedo-Garcia, D. (2012). Readability of special education procedural safeguards. Journal of Special Education, 45(4), 195-203.
  • Mueller, T.G. (2009). IEP facilitation: A promising approach to resolving conflicts between families and schools. TEACHING Exceptional Children, 41(3), 60-67.

Resources and References from Session 4: More on Infusing Partnership Principles and Practices into Family Engagement Activities

Documents

Additional References

  • Christenson, S. L. and Reschly, A. L. (Eds.). (2010). Handbook of school-family partnerships. New York, NY: Routledge.
  • Fialka, J. M., Feldman, A. K., & Mikus, K. C. (2012). Parents and professionals partnering for children with disabilities: A dance that matters. Thousand Oaks, CA: Corwin.
  • Fialka, J. (2016). What matters: Reflections on Disability, Community and Love. Toronto, CA: Inclusion Press.
  • Fiedler, C. R. (2000). Making a difference: Advocacy competencies for special education professionals. Boston, MA: Allyn and Bacon.
  • Fisher, W., Elbaum, B., and Coulter, W. (2012). Construction and validation of two parent-report scales for the evaluation of early intervention programs. Journal of Applied Measurement, 13(1), 57-76.
  • McWilliam, R.A. (2010). Routines-based early intervention: Supporting young children and their families. Baltimore, MD: Brookes Publishing Company.
  • McWilliam, R.A. (Ed.). (2010). Working with families of young children with special needs. New York: NY: Guilford Press.
  • Summers, J.A., Hoffman, L., Marquis, J., Turnbull, A., Poston, D., and Nelson, L.L. (2005). Measuring the quality of family-professional partnerships in special education services. Exceptional Children, 72(1), 65-81.
  • Summers, J.A., Marquis, J., Mannan, H., Turnbull, A.P., Fleming, K., Poston, D.J., Wang, M., and Kupzyk, K. (2007). Relationship of perceived adequacy of services, family-professional partnerships, and family quality of life in early childhood service programmes. International Journal of Disability, Development and Education, 54(3), 319-338.