Dimensions of Family and Professional Partnerships: Constructive Guidelines for Collaboration

  title={Dimensions of Family and Professional Partnerships: Constructive Guidelines for Collaboration},
  author={Martha Blue-Banning and Jean Ann Summers and H. Corine Frankland and Louise Nelson and Gwen Beegle},
  journal={Exceptional Children},
  pages={167 - 184}
The development of collaborative partnerships between parents and professionals is too often unsuccessful. One reason for this failure may be the lack of empirical understanding of the components of interpersonal partnerships. Using qualitative inquiry, 33 focus groups were conducted with adult family members of children with and without disabilities and service providers and administrators. In addition, 32 individual interviews were conducted with non-English-speaking parents and their service… Expand

Tables from this paper

Culture in Inclusive Schools: Parental Perspectives on Trusting Family-Professional Partnerships
This qualitative study improves understanding of parent perspectives about the factors that facilitate family-professional partnerships in schools recognized for inclusive practices. Five themesExpand
Family-Professional Partnerships in Head Start: Practical Strategies Using a Partnership Intervention
This research to practice summarizes the findings of a study of family-professional partnerships in a Head Start.  Head Start’s commitment to family partnership, makes the program selected anExpand
Boundaries in Family—Professional Relationships
The issue of boundaries between professionals and individuals/families is well documented within the clinical fields of counseling and social work but not thoroughly investigated in specialExpand
Parents' Experiences in Role Negotiation Within an Infant Services Program
Effective partnerships between families and health providers have been identified as the cornerstone of family-centered care. Role negotiation between parents and rehabilitation professionals isExpand
Perspectives from Both Sides of the Parent–Professional Partnership: A Preliminary Study on Taiwan’s Early Childhood Special Education Services
Abstract The purpose of this qualitative study was to get an understanding of perspectives on effective parent–professional partnership for young children with special needs in Taiwan. ThroughExpand
Partnering with parents in interprofessional leadership graduate education to promote family–professional partnerships
It is suggested that the leaders of interprofessional training programmes should involve parents and graduate students as equal partners to enhance partnership skills. Expand
One step closer: Connecting parents and teachers for improved student outcomes
Abstract This study investigated the influence of a professional learning intervention on parents and special educators’ perceptions of collaboration to support student outcomes. Over a period of sixExpand
A Qualitative Study of Parental Experiences of Participation and Partnership in an Early Intervention Service
Family-centered practice encompasses a philosophy and a method of service delivery that underpins early intervention services and is considered “best practice” in fields concerned with optimal childExpand
Fostering Family–School and Community–School Partnerships in Inclusive Schools
Partnerships between school staff, families, and community members are vital for ensuring the success of all students in inclusive schools. This article reports the results of a synthesis of twoExpand
Parents’ Perspectives of Collaboration with School Professionals: Barriers and Facilitators to Successful Partnerships in Planning for Students with ASD
Quantitative findings from this survey sample indicate that a large number of parents of children with ASD reported experiencing difficulty and/or were not included in the special education collaborative process. Expand


A Qualitative Analysis of Parents' and Service Coordinators' Descriptions of Variables That Influence Collaborative Relationships
Parent-professional collaboration is an essential component of successful early intervention efforts. A collaborative relationship exists when both parents and professionals view each other asExpand
Early Intervention Program Practices That Support Collaboration
Partnerships between parents of infants and toddlers with special needs and their service coordinators are developed within the context of early intervention program practices that can either supportExpand
Valued Member or Tolerated Participant: Parents' Experiences in Inclusive Early Childhood Settings
The present qualitative investigation explored the perspectives of parents of young children with severe disabilities to understand the factors that shape their participation in their child'sExpand
Family-Centered Services
The purpose of this study was to examine family-centered practice in terms of six service providers' philosophies and behaviors. Six professionals from a pool of 43 service providers were identifiedExpand
Cultural Reciprocity in Sociocultural Perspective: Adapting the Normalization Principle for Family Collaboration
The principle of normalization/social role valorization provides a powerful framework for improving the quality of life of individuals with disabilities. However, the principle needs to be adapted toExpand
Preparing Professionals for Partnerships with Parents of Students with Disabilities: Textbook Considerations regarding Cultural Diversity
Strong bonds of family-school collaboration are critical to the academic and social development of students with disabilities, especially when parents and teachers differ in ethnic, racial, andExpand
Family Outcomes in Early Intervention: A Framework for Program Evaluation and Efficacy Research
Much of the focus on the relationship between parents and professionals in early intervention has been on the rationale for working with families and the processes by which that rationale should beExpand
Group action planning as a support strategy for Hispanic families: parent and professional perspectives.
Key recommendations are made on the implications of this information for education and human service systems as well as directions for future research on the responsiveness of group action planning. Expand
Quality Indicators of Professionals Who Work with Children with Problem Behavior
We present the perspectives that emerged from our qualitative data. Sixteen focus groups were conducted with 69 families of children with disabilities. From a larger study addressing partnershipsExpand
Policy and Management Supports for Effective Service Integration in Early Head Start and Part C Programs
Effective service integration between Part C programs for infants and toddlers with disabilities and Early Head Start (EHS) offers opportunities to serve children with disabilities in naturalExpand