Using Relationships to Advocate with, for, and to Families

Autor/inn/en	Sears, Jennifer A.; Peters, Brooks L.; Beidler, Alison M. S.; Murawski, Wendy W.
Titel	Using Relationships to Advocate with, for, and to Families
Quelle	In: TEACHING Exceptional Children, 53 (2021) 3, S.194-204 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sears, Jennifer A.) ORCID (Murawski, Wendy W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059920982373
Schlagwörter	Advocacy; Parent School Relationship; Parent Teacher Cooperation; Individualized Education Programs; Students with Disabilities; Special Education; Inclusion; Trust (Psychology) + Suchen Sie Ihr Suchwort? Sozialanwaltschaft; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Individualized education program; Individualisierendes Lernen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion
Abstract	Although collaborating with families is essential to the success of students, especially those with disabilities (McConnell & Murawski, 2017; Yell & Bateman, 2020), it is a complicated relationship. It is a relationship bringing together people who care deeply about a child. These relationships can be emotional and include love, compassion, concern, hopes, dreams, and sometimes, frustration, anxiety, and determination. Though each individual wants what is best for the child, those opinions are not always in sync. Teachers are expected to collaborate and communicate with family members. Finding the time and energy to work with not only those families who are eager to work together but also those who appear to lack interest, those who appear overly demanding, and those who are skeptical, resistant, or even at times hostile can be stressful. Collaboration requires both parties to work together toward a common goal (Friend & Cook, 2017). In this article, the authors emphasize how strong relationships between families and teachers can help special educators advocate: (1) with families to share goals; (2) for families to support students; and (3) to families to establish necessary boundaries. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01