Caregiver Engagement: Advancing Academic and Behavioral Outcomes for Culturally and Linguistically Diverse Students in Special Education

Abstract

The Every Student Succeeds Act encourages home, school, and community partnerships as a method for improving academic achievement. Districts who seek federal funding must provide outreach to all caregivers within the district, making meaningful efforts to attract those with the greatest barriers to engagement. This review provides a thematic analysis of methods for cultivating home and school partnerships with caregivers of students who are culturally and linguistically diverse in special education. Emphasis is placed on the roles and responsibilities of school principals based on the development of culturally responsive school leadership. Student impact, as well as recommendations for practice are provided.

Keywords

ESSA engagement culturally and linguistically diverse special education

Get full access to this article

View all access options for this article.

References

Araujo

B. E.

(2009). Best practices in working with linguistically diverse families. Intervention in School and Clinic, 45, 116-123. doi:10.1177/1053451209340221

Bailey

Bradbury-Bailey

(2010). Empowered youth programs: Partnerships for enhancing postsecondary outcomes of African American adolescents. Professional School Counseling, 14, 64-74. doi:10.5330/prsc.14.1.0vk554458027081n

Bower

Griffin

(2011). Can the Epstein model of parental involvement work in a high-minority, high-poverty elementary school? A case study. Professional School Counseling, 15, 77-87. doi:10.5330/PSC.n.2011-15.77

Brown

M. R.

Brandon

R. R.

(2009). Working with culturally and linguistically diverse families: Introduction to special series. Intervention in School and Clinic, 45, 83-84. doi:10.1177/1053451209340219

Burke

M. M.

(2013). Improving parental involvement: Training special education advocates. Journal of Disability Policy Studies, 23, 225-234. doi:10.1177/1044207311424910

Byrd

E. S.

(2011). Educating and involving parents in the response to intervention process. TEACHING Exceptional Children, 43(3), 32-39.

Chen

L. L.

Pakter

(2012). Texting for increasing parental involvement and student performance. In T. Bastiaens Marks

(Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (pp. 919-927). Chesapeake, VA: Association for the Advancement of Computing in Education. Retrieved from https://www.learntechlib.org/p/41713

Doug C. v. Hawaii Department of Education, 720 F.3d 1038 (9th Cir. 2013).

Eber

Hyde

Rose

Breen

McDonald

Lewandowski

(2011). Completing the continuum of schoolwide positive behavior support: Wraparound as a tertiary-level intervention. In Sailor

Dunlap

Sugai

Horner

(Eds.), Handbook of positive behavior support (pp. 671-704). New York, NY: Springer.

10.

Every Student Succeeds Act, Public Law 114-95, 20 U.S.C. § 1177 et seq. (2015).

11.

Garbacz

S. A.

McIntosh

Eagle

J. W.

Dowd-Eagle

S. E.

Hirano

K. A.

Ruppert

(2015). Family engagement within schoolwide positive behavioral interventions and supports. Preventing School Failure: Alternative Education for Children and Youth, 60, 60-69. doi:10.1080/1045988X.2014.976809

12.

Gardiner

M. E.

Enomoto

(2006). Urban school principals and their role as multicultural leaders. Urban Education, 41, 560-584. doi:10.1177/0042085906294504

13.

Ginsberg

M. B.

Wlodkowski

R. J.

(2000). Creating highly motivating classrooms for all students: A schoolwide approach to powerful teaching with diverse learners. San Francisco, CA: Jossey-Bass.

14.

Hattie

(2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.

15.

Henderson

A. T.

Mapp

K. L.

(2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Retrieved from http://www.sedl.org/connections/resources/evidence.pdf

16.

Hiatt-Michael

(2001). Preparing teacher to work with parents. Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education. Retrieved from http://files.eric.ed.gov/fulltext/ED460123.pdf

17.

Hoover-Dempsey

K. V.

Walker

J. M. T.

Jones

K. P.

Reed

R. P.

(2002). Teachers involving parents (TIP): Results of an in-service teacher education program for enhancing parental involvement. Teaching and Teacher Education, 18, 843-867. doi:10.1016/S0742-051X(02)00047-1

18.

Hornby

Lafaele

(2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63, 37-52. doi:10.1080/00131911.2010.488049

19.

Individuals With Disabilities Education Act, Public Law 94-142, 20 U.S.C. § 1400 et seq. (2004).

20.

Ishimaru

A. M.

(2013). From heroes to organizers: Principals and education organizing in urban school reform. Educational Administration Quarterly, 49, 3-51. doi:10.1177/0013161X12448250

21.

Ishimaru

A. M.

(2014). Rewriting the rules of engagement: Elaborating a model of district-community collaboration. Harvard Educational Review, 84, 188-216.

22.

Jeynes

W. H.

(2007). The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis. Urban Education, 42, 82-110. doi:10.1177/0042085906293818

23.

Jeynes

W. H.

(2012). A meta-analysis of the efficacy of different types of parental involvement programs for urban students. Urban Education, 47, 706-742. doi:10.1177/0042085912445643

24.

Johnson

L. S.

(2006). “Making her community a better place to live”: Culturally responsive urban school leadership in historical context. Leadership and Policy in Schools, 5, 19-36. doi:10.1080/15700760500484019

25.

Kena

Hussar

McFarland

de Brey

Musu-Gillette

Wang

. . . Dunlop Velez

(2016). The Condition of Education 2016 (NCES 2016-144). Washington, DC: U.S. Department of Education. Retrieved from http://nces.ed.gov/pubs2016/2016144.pdf

26.

Khalifa

(2012). A re-new-ed paradigm in successful urban school leadership principal as community leader. Educational Administration Quarterly, 48, 424-467. doi:10.1177/0013161X11432922

27.

Khalifa

(2013). Creating spaces for urban youth: The emergence of culturally responsive (hip-hop) school leadership and pedagogy. Multicultural Learning and Teaching, 8, 63-93. doi:10.1515/mlt-2013-0010

28.

Khalifa

M. A.

Gooden

M. A.

Davis

J. E.

(2016). Culturally responsive school leadership: A synthesis of the literature. Review of Educational Research, 86, 1272-1311. doi:10.3102/0034654316630383

29.

Ladson-Billings

(1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32, 465-491.

30.

Ladson-Billings

(2014). Culturally relevant pedagogy 2.0: a.k.a. the remix. Harvard Educational Review, 84, 74-84.

31.

Mbuva

(2012). An examination of parental training and involvement on children’s education. National Social Science Journal, 38, 39-45.

32.

McCarty

T. L.

Lee

(2014). Critical culturally sustaining/revitalizing pedagogy and indigenous education sovereignty. Harvard Educational Review, 84, 101-124.

33.

Miedel

W. T.

Reynolds

A. J.

(1999). Parent involvement in early intervention for disadvantaged children: Does it matter? Journal of School Psychology, 37, 465-470. doi:10.1016/S0022-4405(99)00023-0

34.

Minke

K. M.

Sheridan

S. M.

Kim

E. M.

Ryoo

J. H.

Koziol

N. A.

(2014). Congruence in parent-teacher relationships. Elementary School Journal, 114, 527-546. doi:10.1086/675637

35.

Moll

Amanti

Neff

Gonzalez

(1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31, 132-141. doi:10.1080/00405849209543534

36.

Murray

M. M.

Mereoiu

(2015). Teacher–parent partnership: An authentic teacher education model to improve student outcomes. Journal of Further and Higher Education, 40, 276-292. doi:10.1080/0309877X.2014.971108

37.

Paris

Alim

H. S.

(2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84, 85-100.

38.

Park

J. H.

Alber-Morgan

S. R.

Fleming

(2011). Collaborating with parents to implement behavioral interventions for children with challenging behaviors. TEACHING Exceptional Children, 43(3), 22-30.

39.

Pewewardy

Fitzpatrick

(2009). Working with American Indian students and families: Disabilities, issues, and interventions. Intervention in School and Clinic, 45, 91-98. doi:10.1177/1053451209340223

40.

Riehl

C. J.

(2000). The principal’s role in creating inclusive schools for diverse students: A review of normative, empirical, and critical literature on the practice of educational administration. Review of Educational Research, 70, 55-81. doi:10.3102/00346543070001055

41.

Rodriguez

R. J.

Blatz

E. T.

Elbaum

(2013). Strategies to involve families of Latino students with disabilities: When parent initiative is not enough. Intervention in School and Clinic, 49, 263-270. doi:10.1177/1053451213513956

42.

Sheldon

S. B.

(2007). Improving student attendance with school, family, and community partnerships. Journal of Educational Research, 100, 267-275. doi:10.3200/JOER.100.5.267-275

43.

Smith

Wohlstetter

Kuzin

C. A.

De Pedro

(2011). Parent involvement in urban charter schools: New strategies for increasing participation. School Community Journal, 21(1), 71-94.

44.

Smith

T. E.

Myers

Z. R.

Moen

A. L.

Kim

E. M.

Sheridan

S. M.

(2013). A quantitative synthesis of family engagement interventions: A preliminary examination of rural context (R2Ed Working Paper No.2013-7). Retrieved from http://r2ed.unl.edu/resources/downloads/2013-lp/Smith_Rural_Futures.pdf

45.

Terzian

Mbwana

(2009). What works for parent involvement programs for adolescents: Lessons from experimental evaluations of social interventions. PsycEXTRA Dataset, 48, 1-17.

46.

Tillman

L. C.

(2005). Mentoring new teachers: Implications for leadership practice in an urban school. Educational Administration Quarterly, 41, 609-629. doi:10.1177/0013161X04274272

47.

U.S. Department of Education. (2016). ED data express: Data about elementary and secondary schools in the United States. Retrieved from http://eddataexpress.ed.gov/index.cfm

48.

Vincent

C. G.

Sprague

J. R.

Tobin

T. J.

(2012). Exclusionary discipline practices across students’ racial/ethnic backgrounds and disability status: Findings from the Pacific Northwest. Education and Treatment of Children, 35, 585-601. Retrieved from http://wvupressonline.com/journals/etc

49.

Webb-Johnson

G. C.

Carter

(2007). Culturally responsive urban school leadership: Partnering to improve outcomes for African American learners. National Journal of Urban Education & Practice, 1, 77-99.

50.

Yell

M. L.

(2016). The law and special education (4th ed.). New York, NY: Pearson.

51.

Yell

M. L.

Katsiyannis

Ennis

R. P.

Losinski

(2013). Avoiding procedural errors in IEP development. Focus on Exceptional Children, 46(1), 56-66. doi:10.1177/004005991304600107