General and Special Education Inclusion in an Age of Change by Bakken Jeffrey P.;Obiakor Festus E.;

Author:Bakken, Jeffrey P.;Obiakor, Festus E.;
Language: eng
Format: epub
Publisher: Emerald Publishing Limited
Published: 2016-10-24T00:00:00+00:00

CONCLUSION

In this chapter we operate under the premise that family engagement is crucial to student outcomes. Changes in demographics, the fluidity of families, the increasingly diverse populations within inclusive schools all influence practices of family engagement. Too often those practices of engagement are inhibitive rather than affirming and consequently must be refined. We posited three crucial questions that must be addressed to advance family school engagement. The chapter presented the legal and professional perspectives supporting family engagement. We further outlined the barriers to effective family engagement in inclusive settings for all, as well as those from CLD backgrounds. We then delineated pathways to reciprocal relations to enhance family and school engagement. We proposed our Interactive Triad Conceptual model that combines the resources of teacher preparation programs, the schools, and families (and their communities) as a forum to enhance family–school engagement. The ultimate purpose of the model is to highlight the essential interactive processes resulting in positive outcomes for students in inclusive settings.

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