Parent Empowerment: Respecting Their Voices

Ayers W. (2016). Teaching with conscience in an imperfect world: An invitation. New York, NY: Teachers College Press.

Bernheimer L. P. Gallimore R. Weisner T. S. (1990). Ecocultural theory as a context for the individual family service plan. Journal of Early Intervention, 14, 219–233. doi:10.1177/105381519001400304

Bronfenbrenner U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.

Caspe M. Lopez M. E. Wolos C. (2007). Family involvement in elementary school children’s education (Harvard Family Research Project No. 2). Cambridge, MA: Harvard Graduate School of Education. Retrieved from http://www.hfrp.org/

Cavendish W. Harry B Menda A. Espinosa A. Mahotiere M. (2016). Implementing response to intervention: Challenges of diversity and system change in a high stakes environment. Teachers College Record, 118, 1–36.

Cen S. Aytac B. (2017). Ecocultural perspective in learning disability: Family support resources, values, child problem behaviors. Learning Disabilities Quarterly, 40, 114–127. doi:10.1177/0731948716683516

Comer J. P. Joyner E. T. Ben-Avie M. (2006). Six pathways to healthy child development and academic success: The field guide to Comer schools in action. Thousand Oaks, CA: Corwin Press.

Connor D. J. Cavendish W. (2018). Sharing power with parents: Improving educational decision making for students with learning disabilities. Learning Disabilities Quarterly, 41, 79–84. doi:10.1177/0731948717698828

Cumming T. M. Marsh R. J. Higgins K. (2018). School connectedness for students with disabilities: From theory to evidence-based practices. London, UK: Routledge.

Dempsey I. Dunst C. J. (2004). Help giving styles and parent empowerment in families with a young child with a disability. Journal of Intellectual & Developmental Disability, 29, 41–51. doi:10.1080/13668250410001662874

Edwards P. A. (2016). New ways to engage parents: Strategies and tools for teachers and leaders, K–12. New York, NY: Teachers College Press.

Epstein J. L. Sanders M. G. Sheldon S. B. Simon B. S. Salinas K. C. Jansorn N. R. . . . Williams K. J. (2009). School, family, and community partnerships: Your handbook for actions (3rd ed.). Thousand Oaks, CA: Corwin Press.

Gallimore R. Weisner T. S. Kaufman S. Z. Bernheimer L. P. (1989). The social construction of ecocultural niches: Family accommodations of developmentally delayed children. American Journal of Mental Retardation, 94, 216–203.

Gallup-Healthways Well-Being Index. (2014). Retrieved from http://www.well-beingindex.com/

Gibson G. H. (1995). The process of empowerment in mothers of chronically ill children. Journal of Advanced Nursing, 21, 1202–1210. doi:10.1046/j.1365-2648.1995.21061201.x

Haley K. Allsopp D. Hoppey D. (2018). When a parent of a student with a learning disability is also an educator in the same school district: A heuristic case study. Learning Disabilities Quarterly, 41, 19–31. doi:10.1177/0731948717690114

Hanson M. Lynch E. (2013). Understanding families: Support approaches to diversity, disability, and risk. Baltimore, MD: Brooks.

Harnett A. Tierney E. Guerin S. (2009). Convention of hope: Communicating positive, realistic messages to families at the time of a child’s diagnosis with disabilities. British Journal of Learning Disabilities, 37, 257–264.

Hastings R. (2002). Parental stress and behaviour problems of children with developmental disabilities. Journal of Intellectual & Developmental Disability, 27, 149–160. doi:10.1111/j.1468-3156.2009.00580.x

Hay I. Wright S. Watson J. Allen J. Beswick K. Cranston N. (2016). Parent–child connectedness for schooling and students’ performance and aspirations: An exploratory investigation. International Journal of Educational Research, 77, 50–61. doi:10.1016/j.ijer.2016.02.004

Hayes S. A. Watson S. L. (2013). The impact of parenting stress: A meta-analysis of studies comparing the experience of parenting stress in parents of children with and without autism spectrum disorder. Journal of Autism and Development Disorders, 43, 629–642. doi:10.1007/s10803-012-1604-y

Hornby G. Lafaele R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63, 37–52.

Hsiao Y.J. (2018). Parental stress in families of children with disabilities. Intervention in School and Clinic, 47, 50–55.

Hsiao Y. J. Higgins K. Pierce T. Whitby P. Tandy R. (2017). Parental stress, family quality of life and family-teacher partnerships: Families of children with autism spectrum disorder. Research in Developmental Disabilities, 70, 152–162. doi:10.1016/j.ridd.2017.08.013

Huang Y. Kellett U. M. St. John W. (2010). Cerebral palsy: Experiences of mothers after learning their child’s diagnosis. Journal of Advanced Nursing, 66, 1213–1221. doi:10.1111/j.1365-2648.2010.05270.x

Individuals With Disabilities Education Act, 20 U.S.C. § 1400 (2006 & Supp. V. 2011).

Kieffer C. (1984). Citizen empowerment a developmental perspective. Prevention in Human Services, 3, 9–36. doi:10.1300/J293v03n02_03

Koren P. E. DeChillo N. Friesen B. J. (1992). Measuring empowerment in families whose children have emotional disabilities: A brief questionnaire. Rehabilitation Psychology, 37, 305-321. doi:10.1037/h0079106

Kreider H. Caspe M. Kennedy S. Weiss H. (2007). Family involvement in middle and high school students’ education (Harvard Family Research Project No. 3). Cambridge, MA: Harvard Graduate School of Education. Retrieved from http://www.hfrp.org/

Kroth R. L. Edge D. (2007). Communicating with parents and families of exceptional children. Denver, CO: Love.

McQuiggan M. Megra M. Grady S. (2017). Parent and family involvement in education: Results from the National Household Education Surveys Program of 2016 (NCES 2017-100). Washington DC: U.S. Department of Education, National Center for Education Statistics.

Morrow G. Malin N. (2004). Parents and professionals working together: Turning the rhetoric into reality. Early Years, 24, 164–177. doi:10.1080/0957514032000733019

Murray M. M. Handyside L. M. Straka L.A. Arton-Titus T. (2013). Parent empowerment: Connecting with preservice special education teachers. School Community Journal, 23, 145–168.

Nachshen J. S. Minnes P. (2005). Empowerment in parents of school-aged children with and without developmental disabilities. Journal of Intellectual Disability Research, 49, 889–904. doi:10.1111/j.1365-2788.2005.00721.x

Rappaport J. (1984). Studies in empowerment: Introduction to the issue. Prevention in Human Services, 3, 1–7. doi:10.1300/J293v03n02_02

Reglin G.L. King S. Losike-Sedimo Ketterer A. (2003). Barriers to school involvement and strategies to enhance involvement from parents at low-performing urban schools. Journal of At-Risk Issues, 9, 1–7.

Summers J. A. Hoffman L. Marquis J. Turnbull A. Poston D. Nelson L. L. (2005). Measuring the quality of family–professional partnerships in special education. Exceptional Children, 72, 65–83. doi:10.1177/001440290507200104

Turnbull A. Turnbull R. Erwin E. J. Soodak L. C. Shogren K. A. (2015). Families, professionals, and exceptionality (7th ed.), Boston, MA: Pearson.

Valle J. W. (2011). Down the rabbit hole: A commentary about research on parents and special education. Learning Disability Quarterly, 34, 183–190. doi:10.1177/0731948711417555

Valle J. W. (2018). Across the conference table: Private and public mothering of children with learning disabilities. Learning Disabilities Quarterly, 41, 7–18. doi:10.1177/0731948717696258

Weiss H. Caspe M. Lopez M.E. (2006). Family involvement in early childhood education (Harvard Family Research Project No. 1). Cambridge, MA: Harvard Graduate School of Education. Retrieved from http://www.hfrp.org/

Yukl G. A. Becker W. S. (2006). Effective empowerment in organizations. Organization Management Journal, 3, 210–231. doi:10.1057/omj.2006.20