families as partners in education - pearson...families as partners in education families and schools...

Families as Partners in Education

A01_BERG6918_10_SE_FM.indd 1 12/3/18 7:31 PM

Families as Partners in EducationFamilies and Schools

Working Together

Tenth Edition

Mari Riojas-CortezProfessor, The University of Texas at San Antonio

Eugenia Hepworth BergerProfessor Emerita, Metropolitan State College of Denver


Copyright © 2020, 2016, 2012, 2008 by Pearson Education, Inc. 221 River Street, Hoboken, NJ 07030. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise. For information regarding permissions, request forms and the appropriate contacts within the Pearson Education Global Rights & Permissions department, please visit www.pearsoned.com/permissions/.

Acknowledgments of third party content appear on appropriate pages within text.

Photo Credits: Mari Cortez-Riojas, p. 3; Chris Robbins/Photodisc/Getty Images, p. 3; VOISIN/PHANIE/Alamy stock photo, p. 3; Kian Khoon Tan/Alamy Stock Photo, p. 3; Carla Mestas. Pearson Education, Inc., p. 4; Photodisc/Getty Images, p. 5; Chubykin Arkady/Shutterstock, p. 8; Mari Riojas-Cortez, p. 12; Fuse/Corbis/Getty Images, p. 13; logoboom/Shutterstock, p. 18; Armando Cortez, p. 18; Guy Cali/Corbis/Getty Images, p. 22; ZouZou/Shutterstock, p. 25; Noam Armonn/Shutterstock, p. 29; Szefei/Shutterstock, p. 29; Jupiterimages/Stockbyte/Getty Images, p. 41; Mari Riojas Cortez, p. 43; Thinkstock/Stockbyte/Getty Images, p. 43; PacoRomero/E+/Getty Images, p. 51; Comstock Images/Stockbyte/Getty Images, p. 59; Rawpixel.com/Shutterstock, p. 61; Lloyd Smith/Shutterstock, p. 69; Eugenia Berger, p. 71; Eugenia Berger, p. 72; Istomina Olena/Shutterstock, p. 72; Bettmann/Getty Images, p. 75; Dean Mitchell/Getty Images, p. 79; David Kostelnik/Pearson Education, Inc., p. 90; Armando Cortez, p. 92; Judy Bellah/Alamy Stock Photo, p. 98; Pearson Education, p. 101; Exactostock-1557/Superstock, p. 109; Merrill Education, p. 111; Mari Riojas-Cortez, p. 128; Studio 8/Pearson Education Ltd, p. 131; matka_Wariatka/Shutterstock, p. 134; Steve Debenport/E+/Getty Images, p. 137; Shorrocks/Getty Images, p. 149; Kali Nine LLC/Getty Images, p. 150; Ariel Skelley/Blend Images/Alamy, p. 162; Jim West / Alamy Stock Photo, p. 164; Merrill Education, p. 174; Mark Bowden/Getty Images, p. 181; Rawpixel.com/Shutterstock, p. 190; Studio 8/Pearson Education Ltd, p. 190; Merrill Education, p. 195; Gideon Mendel/Corbis/Getty Images, p. 198; David Mager/Pearson Education, p. 201; Oleg Kozlov/shutterstock, p. 202; Stockbyte/Getty Images, p. 219; Jupiterimages/Stockbyte/Getty Images, p. 227; Chad Baker/Jason Reed/Ryan McVay/getty Image, p. 239; Diyana Dimitrova/Shutterstock, p. 240; Robin Sachs/Photo Edit, p. 241; George Dodson/Pearson Education, p. 245; Denis Kuvaev/Shutterstock, p. 254; Mari Riojas-Cortez, p. 256; Monkey Business Images/Shutterstock, p. 261; Suzanne Clouzeau/Pearson Education, Inc, p. 265; Denis Kuvaev/Shutterstock, p. 278; Armando Cortez, p. 291; Jules Selmes/Pearson Education Ltd, p. 292; Scott Camazine/Alamy Stock Photo, p. 299; Mediscan/Alamy Stock Photo, p. 304; Karen Grigoryan/Shutterstock, p. 304; st-fotograf/Shutterstock, p. 304; Stephanie Rausser/The Image Bank/getty Image, p. 305; SPL/Science Source, p. 305; GIRAND/BSIP SA/Alamy Stock Photo, p. 305; Geo Martinez/Shutterstock, p. 325; Monkey Business Images/Shutterstock, p. 329; Creativa Images/Shutterstock, p. 332; Wavebreakmedia/Shutterstock, p. 332

Unless otherwise indicated herein, any third-party trademarks that may appear in this work are the property of their respective owners and any references to third-party trademarks, logos or other trade dress are for demonstrative or descriptive purposes only. Such references are not intended to imply any sponsorship, endorsement, authorization, or promotion of Pearson’s products by the owners of such marks, or any relationship between the owner and Pearson Education, Inc. or its affiliates, authors, licensees or distributors.

ISBN 10: 0-13-516691-8ISBN 13: 978-0-13-516691-8

Director and Publisher: Kevin DavisExecutive Portfolio Manager: Aileen PogranPortfolio Assistant: Maria FelibertyExecutive Field Marketing Manager: Krista ClarkExecutive Product Marketing Manager: Christopher BarryContent Producer: Megan MoffoDevelopment Editor: Krista McMurrayOperations Specialist: Deidra HeadleeCover Design: Pearson, CSC

Cover Art: Valarti/FotoliaMedia Producer: Autumn BensonEditorial Production and Composition Services: Pearson, CSCEditorial Project Manager: Mirasol Dante, Pearson, CSCFull-Service Project Manager: Prince John William Carey,

Pearson, CSCPrinter/Binder: LSC Communications, Inc./WillardCover Printer: Phoenix Color/HagerstownText Font: Palatino LT Pro

Library of Congress Cataloging in Publication Control Number: 2018052082

10 9 8 7 6 5 4 3 2 1


Dedicated with cariño (affection) to all families who are separated by different circumstances. May kindness and humanness be granted.

—Mari Riojas-Cortez


About the AuthorsM A R I R I O J A S - CORTEZ became inter-ested in family engage-ment when she was a bilingual teacher work-ing with young children in San Antonio, Texas. She learned early in her career that families play a very important role in

children’s development, and she developed strong rela-tionships by welcoming families to her classroom and inviting them to participate in different aspects of their children’s education. Mari understood the challenges that many Latino families faced because her own par-ents faced the same cultural and linguistic barriers when they arrived in the United States from Mexico. After completing a master’s degree in educational lead-

ership, Mari’s interests in early childhood education and bilingual education led her to The University of Texas at Austin, where she received a doctorate in cur-riculum and instruction with a concentration in early childhood education and bilingual education in 1998. Currently, she is Professor of Early Childhood Educa-tion at The University of Texas at San Antonio (UTSA), where she continues to collaborate with local school districts and early childhood agencies in various capac-ities. Additionally, Mari’s work has been published in a variety of journals including Journal of Early Childhood Research, International Journal of Early Childhood Educa-tion, Young Children, Early Child Development and Care, Journal of Early Childhood Teacher Education, Language Arts, and the Bilingual Research Journal, among others. Mari Riojas-Cortez also serves as Editor for Dimensions of Early Childhood (a journal published by the Southern Early Childhood Association).

EUGENIA HEPWORTH BERGER became inter-ested in parent involve-ment when she and her husband, Glen, became the parents of three chil-dren who attended pub-lic schools. A professional in early childhood edu-cation, sociology, family

life education, and parent education for more than 35 years, she has two master’s degrees and a Ph.D. in socio-logical foundations of education. Eugenia has been active

in many professional organizations, including the Association for Childhood Education International, the National Association for the Education of Young Chil-dren (life member), and the National Council for the Social Studies. She served on the board for the National Association of Early Childhood Teacher Educators, the Colorado Association for Childhood Education, the Col-orado Association for the Education of Young Children, and was president of the Rocky Mountain Council on Family Relations. After finishing her doctorate at the University of Denver, she became a faculty member at Metropolitan State College. She retired in December 1997 and is now professor emerita of education.

vi


Preface

This edition of Families as Partners in Education: Families and Schools Working Together highlights the changes in U.S. society and effective ways

for teachers and other professionals to understand and work with families. For the last 30 years, we have seen major changes in families. In particular, we have seen an increase in the number of diverse families. The beauty of this change reminds us of the diversity of our nation. Learning to work with diverse families, including those with diverse family structures, requires an understanding of who we are as individuals and educators, and that we acknowledge the values and beliefs that our own families have taught us.

Among other themes, this edition still emphasizes the importance of funds of knowledge (Moll et al., 1992) for children’s development and for effective partner-ships with families. We have also acknowledged the concept of “funds of identity” as a catalyst for educa-tors to understand their own identity which will in turn help understand and work with others. It is not only important for educators to understand and know child development theories, but also how children develop within the context of their families.

Creating strong partnerships involves the under-standing and willingness to work with all families, including families that are different than our own. Once educators understand the value of families for healthy development, they can begin to create strong partner-ships to assist children in successful educational experi-ences. This edition continues to highlight important parent involvement programs and that such programs are often successful because of an asset-based view of families, particularly of those that are diverse, as well as those with children with special abilities.

New to this EditionThis edition includes updated material and additional coverage of many subjects. Of particular interest are

• Updated measurable learning outcomes (every chapter) on which to focus.

• Updated tables and figures.

• Real voices of families.

• Description of family theories (Chapter 1).

• Expanded explanation regarding diversity of fam-ilies (Chapter 3).

• Inclusive historical overview of families (Chapter 4).

• Expanded section on school climate in order to cre-ate positive partnerships with families (Chapter 5).

• Focus on leadership for teachers working with families (Chapter 7).

• Updated information regarding school- and home-based family engagement programs (Chapter 8).

• Updated information regarding child abuse and domestic violence (Chapter 11), as well as newer photos.

• Revised chapter on advocacy based on the concept of social justice (Chapter 12).

Guidelines and Strategies for Working with FamiliesThe tried-and-true how-to ideas and means to help par-ents and educators join together include:

• Communication, an essential element in providing an environment where learning and caring coexist.

• An understanding of diversity in different con-texts.

• Ideas to help build a partnership of home, teacher, and school.

• Ways to set up an environment that is respectful to cultural, linguistic, and ability diversity where learning can take place.

• Historical development of views on children and how those views affect family life.

• Activities and programs to enrich parent–school collaboration.

• Awareness of the needs of special abilities or spe-cial needs for families.

• Methods needed to welcome families in the schools.

• Practices to develop working relationships with diverse families.

vii


Historical Outline. A historical outline highlights education and parent education milestones, and succinctly illustrates family engagement throughout different eras in the U.S.

Instructor’s ResourcesThe following ancillaries are available for download to adopting professors via www.pearson-highered.com from the Educators screen. Contact your Pearson sales representative for additional information.

Instructor’s Resource Manual. This manual con-tains activity ideas to enhance chapter concepts.

Test Bank. The test bank includes a variety of test items, arranged by chapter.

PowerPoint Slides. PowerPoint slides highlight key concepts and strategies in each chapter and enhance lectures and discussions.

A Note About Census DataAlthough every effort was made to include up-to-date information in this 10th edition, we strongly suggest that readers check the American Fact Finder on the U.S. Census website for the latest data.

AcknowledgmentsEugenia Hepworth Berger had a vision when she developed Families as Partners in Education: Families and Schools Working Together. Her vision carried this book through seven editions—30 years of sharing ideas with educators and administrators on how to enhance parental involvement to strengthen home–school partnerships. I hope to expand her vision in this tenth edition where we further our understanding of collaborating with diverse families, and I offer my sincere gratitude for her trusting me again with her book.

I want to thank all of the previous contributors to the book as well as my university students who provide me with opportunities to stay informed regarding the realities of many families.

I want to thank the staff of Pearson for their guid-ance, patience, and support, and in particular: Aileen Pogran, Executive Portfolio Manager, for her trust, patience, guidance, and encouragement although we just met for this edition; Krista McMurray for providing guidance and feedback on chapter content although she was herself starting a family, and congratulations on

Orientation to the TextInterdisciplinary Approach. The text studies family engagement from an interdisciplinary approach and looks at home–school partnerships from educational, anthropological, sociological, and psychological per-spectives. In this edition, there is a strong effort to view families from a diverse perspective.

Theory and Research. Theory and research underpin each chapter of the text. New research emphasizes the need for home–school partnerships, particularly as they relate to culturally and linguistically diverse families.

Practical Application. A parent, student, teacher, or administrator can pick up this book and find sugges-tions and descriptions of specific programs that will enable collaboration between families and schools.

Readability. Reviewers and students have com-mented on the readability of the text in its comprehen-sive coverage. An easy-to-read style makes it convenient to share ideas from the book directly with parents who are not professional educators.

Figures and Tables. Numerous helpful figures and tables are included in the text to help illustrate content.

Photos. Many new photographs that depict cultur-ally and linguistically diverse children, families, and teachers, as well as families with children with special needs, enrich the content of the book.

Special FeaturesSituational Vignettes. Vignettes bring alive situations that typically occur in parent–school relationships. Co-author Mari Riojas-Cortez has woven some personal vignettes throughout the book based on her experience from her professional work with children and families as well as her personal experience. Other examples are also highlighted to demonstrate inclusion and diversity.

Diverse Families. Suggestions and activities about how to work with diverse families, including a special focus on families affected by autism, are given.

Immigrant Families. Descriptions and explana-tions of situations that affect immigrant families are provided, including suggestions on how best to develop partnerships.

Advocacy. Preparation and suggestions on advo-cating for children give families and educators the knowledge they need to encourage them to be actively involved in advocacy issues.

viii Preface


Preface ix

Whitewater; and Tisha Rivera, California State University, Fullerton.

Finally, I want to acknowledge my husband, Armando Cortez, and our three extraordinary children Marisol, Rodrigo, and Miguel for their love, patience, and understanding while this project was completed, they are my inspiration.

—Mari Riojas-Cortez

her baby; and Mirasol Dante, project manager at SPi Global, Inc., as well as the amazing copyeditors for the production services.

I also want to thank all the reviewers who took the time to read and provide feedback for this edition. Their diverse insights and expertise have strengthened it: Gwen Walter, Forsyth Technical Community College, Retired; Robin Fox, University of Wisconsin,


xi

1 Family—Essential for a Child’s Development 1

2 The Diversity of Families 16

3 Learning About Culturally and Linguistically Diverse Children and Families 40

4 Family Engagement: History and Social Influences 65

5 Creating Effective Partnerships: Families, Schools, and Community 86

6 Effective Teacher–Family Communication: Types, Barriers, Conferences, and Programs 123

7 Teacher Leadership for Family Engagement 158

8 Family Engagement Framework in Schools 189

9 Home Programs 218

10 Supporting Families of Children with Special Needs 253

11 Family Violence and Child Abuse 296

12 Families and Child Advocacy 324

References 334

Index 355

Brief Contents


About the Authors viPreface vii

1 Family—Essential for a Child’s Development 1

The Influence of Families on Children’s Development 1Defining the Term Parent 1The Role of the Extended Family 2

Funds of Knowledge 3Examples of Funds of Knowledge 4

Attachment Theories in Relation to Child Development and Families as Systems of Support 5

Attachment Theory 5Skeels 5Spitz 6Bowlby 7Maternal or Human Attachment? 7Tizard and Hodges 7Ainsworth 8Brazelton and Yogman 8The Brazelton Institute 8Challenges 8Culture and Attachment 9Family Theories 9Family Ecological Systems Theory 9

Families Influencing Brain Development 11Brain Development 12The Wiring of the Brain 13The Importance of Family Interactions for Brain Development 13Positive Environment, Healthy Families, and Children 14Early Experiences 14

Summary 15

Suggested Class Activities and Discussions 15

Useful Websites 15

Glossary Terms 15

2 The Diversity of Families 16

Families 16

The Diversity of Families 19The Single-Parent Family 19The School-Age Mother 19

ContentsThe Two-Parent Family Experiencing Homelessness 19The Two-Income Family 20The Immigrant Family 20The Grandparents Family 20The LGBTQ Family 20The Family with a Child of Special Abilities 20The Family of Muslim Faith 21The Co-Parent Family 21

Current Trends in the Diversity of Families 21Fatherhood 21Divorce 24Single-Parent Families 25Blended Families 27Families Headed by Grandparents 28Poverty and Families 30Homelessness and Families 34

The Functions of Families 36

The Stages of Parenthood 37Parenting Styles 37

Summary 38


Useful Websites 39

Glossary Terms 39

3 Learning About Culturally and Linguistically Diverse Children and Families 40

Culture and Diversity 41

Identity 42Practice Discovering Your Identity 43

Immigrant Families in the United States 44

Dual-Language Learners and Bilingual Programs 50Who Are English Language Learners? 51Learning a Second Language 51Communicating with Parents Regarding Second-Language Learning 57Programs for English Language Learners 57Bilingual Education Outlook 58

Culturally Responsive Pedagogy 59Culturally Relevant Curriculum: Antibias 60Culturally and Linguistically Diverse Parents, Children, and the Community 60

xiii


xiv Contents

The 21st Century: Children’s Readiness and Family Involvement 80Partnerships for Family Involvement in Education 80The Family and Medical Leave Act Revised 80

Living in a Digital World 80

Healthy Living, Get Outdoors, and Go Green 82Changes in History Affect Families and Children 82

Summary 84


Useful Websites 85

Glossary Terms 85

5 Creating Effective Partnerships: Families, Schools, and Community 86

A Positive School Climate and Culture for Effective Family–School Collaboration 86

Family Attitudes Contribute to the School Climate 88

Family–School Collaboration and the Roles of Different Stakeholders 89

The Leader’s Role in Family Engagement 90The Teacher’s Role in Family Engagement 91Teacher Attitudes and Feelings 92The Roles of Parents 93Ways to Enhance Center–School–Home Relationships 96An Open-Door Policy 97Parent Advisory Councils and Site-Based Management 97Strategies for Supporting and Involving Culturally and Linguistically Diverse Families 98Home–School Continuity 98Family Rooms 99

School Activities and Resources 99Parents as Resources 99Back-to-School Nights 99Parent Education Groups 100Parent Networks 100Home-School Activity Packets 100School Programs and Workshops 101District or School Conferences 101School Projects 102PTO or PTA 102Learning Centers 103Telephone Tutors 103The Internet 103

Summary 62


Useful Websites 63

Glossary Terms 64

4 Family Engagement: History and Social Influences 65

Family Engagement: Historical Overview 65

Views of Children and Family Engagement Throughout History 66

The Influence of Social Thinkers on Views of Children and Family Engagement Throughout History 66

Sociohistorical Influences on Family Engagement: Decades of Change for Families 69

The Early 20th Century and Childrearing 70Establishing High-Quality Childcare 70Changes in Social Skills 70The 1920s Through the 1950s 71Parent Cooperatives 71Parent Education 72The Child Study Manual 72The Coming of the Depression 72Discrimination and Segregation 73Changing Views on Children 73Spock 74Parent Groups 74The Emphasis on Family Life 74Erikson 74Analysis of Parent–Child Relations 75The 1960s: Civil Rights and the Family 75Father Involvement 75Information for Parents 75The War on Poverty 76Head Start 76The Elementary and Secondary Education Act 76Developmental Continuity 76The Civil Rights Act of 1965 77The 1970s: Advocacy and Action 77Research 77The 1980s: Focus on the Family 78Family Concerns 78Parent Education 781990s: Emphasis on Family Involvement 78Family Resource Centers 79Homeschooling 79The Family and Medical Leave Act 79Temporary Assistance for Needy Families 79


Contents xv

6 Effective Teacher–Family Communication: Types, Barriers, Conferences, and Programs 123

Effective Communication 123Messages 124

One-Way and Two-Way Communication Strategies 125

One-Way Communication 125Two Way Communication 131

Roadblocks to Communication 135Parent Roadblocks 135School Roadblocks 136Communicating with Culturally and Linguistically Diverse Families 137Effective Communication Skills 138Positive Speaking 139Listening 139Open Responses and Closed Responses 139Reflective Listening 140

Parent Education Programs—PET, STEP, and Active Parenting 141

Parent Effectiveness Training: The Proven Program for Raising Responsible Children 141Systematic Training for Effective Parenting 142Active Parenting 142

Parent–Teacher Conferences 142Collaborative Conversations 143Invitations and Schedules 143Private and Comfortable Meeting Places 144Two-Way Communication in Conferences 144Understandable Language 145Practice 145Preparation for the Conference 146Preconference Workshops and Guides 146Teacher Preparation 147Congruent Beliefs About the Child 147Conference Membership 148Student–Teacher–Parent Conferences 149Congruent Expectations 150Preconference Preparation 152The Day of the Conference 152The Conference 152Concrete Examples of a Child’s Work and Development 154Postconference Plans 154Positive Communication Calms Emotions 154Making a Contract: Parent–Teacher Communication 155

Resource Rooms 103Libraries 104Summer Vacation Activities 105Shared Reading 105Book Publishing 105Career Day 106Talent Sharing 106Children Learn at Home 106Welcoming Families Before School Starts 108Letters in August 108Neighborhood Visits 108Block Walks 108Bus Trips 109Picnics 109Assisting Families with Their Needs 110Worksite Seminars 110Telephone Trees, E-mail, Blogs, or Chats 110Transportation 110Parent-to-Parent Support 110Childcare 110Crisis Nurseries 111After-School Activities 111Family Literacy Programs 111Skills Training 111Emotional and Educational Support for Families Experiencing Homelessness 112Advocacy 112

Building Family Strengths 112

Parents as Volunteers 113Who Should Ask for Volunteers? 113Recruitment of Volunteers by Individual Teachers 114Invitations that Work 114Performances 114Field Trips 114Want Ads to Encourage Sharing Experiences and Expertise 115Invitations to Share 116Management Techniques 118Increasing Volunteer Usage 118Volunteer Training 118The Teacher’s Responsibilities to the Volunteer 118The Volunteer’s Responsibilities to the Teacher 120Recruitment by Schools and School Systems 120

Summary 121


Useful Websites 122

Glossary Terms 122


xvi Contents

Workshops at School for Parents to Use at Home: A Teacher’s Sample 199Implementing Home-Learning Activities 200

Examples of Programs that Promote Family Engagement in Schools 201

Empowerment 202Necessary Communication and Support 202The Comer Process 203Reggio Emilia Approach 204The Project Approach 204School and Center Programs 205National Association of State Boards of Education 213Parent Education for Teenagers 214Family Support Programs 214Family and Child Education (FACE) 215Family Literacy 215

Summary 216


Useful Websites 217

Glossary Terms 217

9 Home Programs 218

Characteristics of Home Programs 219Parents as Teachers Program 220HIPPY—Home Instruction Program for Preschool Youngsters 221Healthy Families America 221Early Head Start 225Nurse Family Partnership Program 226The Parent–Child Home Program 227The Portage Project 228

Making a Difference in Families’ Lives: A Home Based Program 229

Components of Home Activities for Home-Visiting Programs 237

Parent Engagement during Home Visits 237Activities and Resources at Home 237Activities Away from Home 239Home-Learning Strategies for the Home Visitor 240Establishing a Home-Based Program 240Determining the Need for a Program 241Involving Others in the Program 242The Recruitment of Families 242The Selection of Home Visitors 243In-Service Training After the Program Has Started 244Program Evaluation 245

Summary 156


Useful Websites 157

Glossary Terms 157

7 Teacher Leadership for Family Engagement 158

Defining Leadership and Its Effect on Family Engagement 158

Leadership Training 159

The Five Leadership Styles for Teachers 159

Teacher Leadership in Family Education 161

Needs Assessment and Working with Groups 163Interest Finders 163Developing Objectives 165Leaders Facilitating Learning Experiences for Families 165Group Discussions 166Using Technology 166E-mail 167Websites 167Social Network 167Establishing a Positive Climate 168Group Roles 170

Positive Leadership for Meaningful Meetings 174Arrangements for Meetings 174Buzz Sessions 179Book Review Discussions 185

Summary 188


Useful Websites 188

Glossary Terms 188

8 Family Engagement Framework in Schools 189

Components of an Ideal School-Based Program 189Defining School Based Family Engagement Programs 191Making Programs Happen 192Funding 192Resources and Social Agencies 193

Nine Levels of Family Collaboration 194

Family Engagement Framework 196Characteristics of Effective Collaboration 197Reaching All Families 197System Support for Family Engagement 198Reaching Reticent Parents 198


Contents xvii

Screening for Better Understanding 245Home Observation for Measurement of the Environment 245Home Screening Questionnaire (HSQ) 246

Homeschooling 246Characteristics of Homeschooling and Homeschooled Children 246Reasons for Homeschooling 248School–Parent Cooperation 248Supporting Children’s Homework 249Home–School Collaboration for Successful Homework 250How Can Parents Help? 251

Summary 252


Useful Websites 252

Glossary Terms 252

10 Supporting Families of Children with Special Needs 253

Historical Perspectives of Special Needs 254Early Educational Opportunities for Individuals with Special Needs 255Organizations Supporting Individuals with Special Needs 255

Legislation for People with Disabilities 257Elementary and Secondary Education Act of 1965 (P.L. 89-10) 257The Rehabilitation Act of 1973, Section 504 257The Americans with Disabilities Act 258The Education for All Handicapped Children Act of 1975 (P.L. 94-142) 259Amendments of 1983 (P.L. 98-199) 260Amendments of 1986: Infants and Toddlers with Disabilities (P.L. 99-457) 260Individuals with Disabilities Education Act Amendments (1997 P.L. 105-17 and 2004 P.L. 108-446) 260IDEIA 261Development of the Individualized Education Program (IEP) 261Rights and Responsibilities for Parents—2004 265

Definitions of Disabilities and Giftedness 266Attention Deficit Hyperactivity Disorder 268

A Brief Look at Autism Spectrum Disorders, Learning Disabilities, and Intellectual Disability 268

Autism Spectrum Disorders 268Learning Disabilities 271Intellectual Disability 272

Implications of Disabilities on Learning 273Students Who Are Gifted and Talented 273

Resources for Families of Children with Disabilities 274The Child Find Project 276Part C of IDEA 97 and 2004 278The Individualized Family Service Plan (IFSP) 278Procedural Rights for Infants and Toddlers 279Children with Disabilities in Head Start and Childcare 280Early Head Start and Head Start and Parents 280SpecialQuest 281Rights and Services Available to Families 281

Inclusive Family–School Partnerships 281Helping Young Children Develop 281Families Assisting Children at Home 283Inclusive Family Engagement 283How Families Can Support Children’s Schoolwork at Home 284A Few Things to Remember 285The Importance of Communication Between Families and Professionals 285Ways to Reach Parents 286Family Perceptions of Special Abilities 286Reaching Out with Programs 288Students Speak Out 289Parents’ Reflections 290Caring for Families of Children with Disabilities 292Culturally and Linguistically Diverse Families of Children with Disabilities 292

Summary 293


Useful Websites 294

Glossary Terms 295

11 Family Violence and Child Abuse 296

Domestic Violence 296Effects of Domestic Violence on Children 297

Defining Child Abuse 298Background 298National Response 299National Center on Child Abuse and Neglect 299Why Is There Abuse? 299Child Abuse in a Global Context 300Who Are the Victims? 301Who Are the Abusers? 302

Child Abuse Categories 302Neglect 302


xviii Contents

Summary 323


Useful Websites 323

Glossary Terms 323

12 Families and Child Advocacy 324

Advocacy for Children and Families 324Qualifications for Personal Advocates 325Making a Personal Contribution 325Teachers’ Personal Advocacy 325Family Personal Advocacy 325Public Policy Advocacy 326Private Sector Advocacy 327

Advocacy Issues for Children and Families 328A Sleeping Giant: The Child Advocate 329

Preparing for Advocacy 329Procedure 329Steps to Take for Public Advocacy 330Children’s Ombudsman Offices/Office of the Child Advocate 330World Ombudsmanship 331

Strong Family Engagement for Advocacy 331

Summary 332


Useful Websites 333

Glossary Terms 333

References 334

Index 355

Physical Abuse 303Emotional Abuse 306Sexual Abuse 306

Responsibility to Report 310Reporting Child Abuse and Neglect 310Who Reports Maltreatment Cases? 311Parent and Child Behaviors as Indications of Abuse and Neglect Abuse 312The Child of Preschool Age 312The Child of Elementary School Age 312The Secondary-Level Student 314The Child with Special Needs 314The School System and Child Abuse 314Better Information and Education on Reporting 314Internet Safety 315Bullying and Violence in Schools 316Awareness of Abuse, Child to Child 316Corporal Punishment in Schools 317Why Do Abuse and Neglect Continue to Happen? 317Characteristics and Risk Factors of Abusive Parents 317Development of Policies 319Needs Assessment 319Policy 319

Communication with Families 320How to Talk with Children and Parents 320Support Offered by Schools 321Checklist for Schools and Centers 321Parents Anonymous 322Community Help 322


families as partners in education - pearson...families as partners in education families and schools...

Documents