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Abstract

Effective family engagement between special education teachers and racially marginalized family members requires special education teachers to view racially marginalized families and children through a strengths-based lens. Researchers indicate that this professional transformation can occur through a shift in the balance of power between teachers and historically marginalized families. This article explores ways teachers can use disability critical race theory to reflect on their beliefs about racially marginalized families and use collective empowerment to increase access to community resources while also empowering racially diverse families of children with disabilities.

Keywords

racial marginalization family engagement collaboration disability critical race theory

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Transformative Family Engagement: Leveraging DisCrit to Enhance Collaboration Between Special Education Teachers and Racially Marginalized Families

Abstract

Keywords

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References