2.6: Collaborations with Families

The IDEA ensures students and their families are involved in the education process. For example, states must provide Parent Training and Information Centers and Community Parent Resource Centers. These centers help students with disabilities and their families understand their rights and connect them with appropriate services. Formal collaboration with families usually occurs during the IEP process. However, sometimes families are not as involved as educators and clinicians would like, but it’s important to remember that there are many possible reasons for limited involvement. For example, some parents may have jobs that limit their ability to participate in IEP meetings during the school day. Others may have limited options for transportation or may not have reliable internet access to participate in remote IEP meetings. Whatever the reason, the school needs to engage in ongoing communication with families and accommodate their needs to encourage participation in their child’s education (Smiley et al., 2022). Importantly, some families may be hesitant to talk with or ask questions of teachers or clinicians. Communicating with families outside of the mandated meetings is critical. Informal daily or weekly communication can help build a relationship between the family, teachers, and clinicians.

Activity \(\PageIndex{1}\): Explore Parent Training and Information Centers

Directions: Illinois is home to two Parent Training and Information Centers: the Family Resource Center on Disabilities, which serves the Chicago Metro area, and Family Matters Parent Training and Information, which serves the 94 counties in Illinois outside the Chicago area. Explore the resources and services that these centers provide. How might parents and families of children with disabilities benefit from access to these centers?

Culturally and Linguistically Diverse Families

Cultural and linguistic differences between families, teachers, and clinicians may impact the success of collaboration. Educators and clinicians need to use effective communication techniques and work to develop positive and trusting relationships with families (Friend & Cook, 2013). This includes initiating communication, using a communication format and language that accommodates the family's needs, and using translators and interpreters. In addition, educators and clinicians should demonstrate a willingness to learn about the cultures of families whose backgrounds are different from their own (Smiley et al., 2022).

Recognizing implicit bias is critical when working with culturally diverse families and students. Implicit bias is a form of bias that occurs automatically and unintentionally and affects judgments, decisions, and behaviors. When a teacher or clinician interacts with a student or family member from a different background or culture, their implicit biases may impact their conclusions. It is important for teachers and clinicians to assume personal responsibility to better understand and address their own biases. 

---

Smiley, L. R., Richards, S.B., & Taylor, R. (2022). Exceptional students: Preparing teachers for the 21st century (4th ed.). McGraw Hill.