Six Strategies for Effective Family-Practitioner Communication Through ACCESS

Baker T. L. Wise J. Kelley G. Skiba R. J. (2016). Identifying barriers: Creating solutions to improve family engagement. School Community Journal, 26(2), 161–184.

Baum A. C. Swick K. J. (2008). Dispositions toward families and family involvement: Supporting preservice teacher development. Early Childhood Education Journal, 35(6), 579–584.

Borrero N. E. Yeh C. J. Cruz C. I. Suda J. F. (2012). School as a context for “othering” youth and promoting cultural assets. Teachers College Record, 114(2), 1–37.

Browder D. M. Wakeman S. Y. Flowers C. Rickelman R. J. Pugalee D. Karvonen M. (2007). Creating access to the general curriculum with links to grade-level content for students with significant cognitive disabilities: An explication of the concept. The Journal of Special Education, 41(1), 2–16.

Cheatham G. A. (2011). Language interpretation, parent participation, and young children with disabilities. Topics in Early Childhood Special Education, 31(2), 78–88.

Claro S. Paunesku D. Dweck C. S. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences of the United States of America, 113(31), 8664–8668. https://doi.org/10/1073/pnas.1608207113

Daley T. C. Munk T. Carlson E. (2011). A national study of kindergarten transition practices for children with disabilities. Early Childhood Research Quarterly, 26, 409–419.

Division for Early Childhood of the Council for Exceptional Children. (2014). DEC recommended practices in early intervention/early childhood special education 2014. http://www.dec-sped.org/recommendedpractices

Dunst C. J. Espe-Sherwindt M. (2016). Family centered practices in early childhood intervention. In Reichow B. Boyd B. A. Barton E. E. Odom S. L. (Eds.), Handbook of early childhood special education (pp. 37–55). Springer.

Fan S. Yost H. (2019). Keeping connected: Exploring the potential of social media as a new avenue for communication and collaboration in early childhood education. International Journal of Early Years Education, 27(2), 132–142.

Halgunseth L. (2009). Family engagement, diverse families and early education programs: An integrated review of the literature. Young Children, 64(5), 56–58.

Hitchcock C. Meyer A. Rose D. Jackson R. (2002). Providing new access to the general curriculum: Universal design for learning. Teaching Exceptional Children, 35(2), 8–17.

Ketterlin-Geller L. R. Tindal G. (2007). Embedded technology: Current and future practices for increasing accessibility for all students. Journal of Special Education Technology, 22(4), 1–15.

Lalvani P. (2015). Disability, stigma and otherness: Perspectives of parents and teachers. International Journal of Disability, Development and Education, 62(4), 379–393.

Mandak K. Light J. (2018). Family-centered services for children with ASD and limited speech: The experiences of parents and speech-language pathologists. Journal of Autism and Developmental Disorders, 48(4), 1311–1324.

Miller K. J. Fuller D. P. (2006). Developing cultural competency in early childhood preservice educators through cultural self-analysis project. Journal of Early Childhood Teacher Education, 27, 35–45.

Nagro S. A. (2015). PROSE checklist: Strategies for improving school-to-home written communication. Teaching Exceptional Children, 47(5), 256–263. https://doi-org/10.1177/0040059915580031

Nagro S. A. Stein M. L. (2016). Measuring accessibility of written communication for parents of students with disabilities: Reviewing 30 years of readability research. Journal of Disability Policy Studies, 27(1), 13–21. https://doi-org/10.1177/1044207314557489

Pew Research Center. (2018). Mobile fact sheet. http://www.pewinternet.org/fact-sheet/mobile/

Posey-Maddox L. Haley-Lock A. (2016). One size does not fit all: Understanding parent engagement in the contexts of work, family, and public schooling. Urban Education, 55, 671–698. https://doi.org/10/77.0042085916660348

Rampey B. D. Finnegan R. Goodman M. Mohadjer L. Krenzke T. Hogan J. Provasnik S. (2016). Skills of U.S. unemployed, young, and older adults in sharper focus: Results from the program for the international assessment of adult competencies (PIAAC) 2012/2014: First Look (NCES 2016-039rev). National Center for Education Statistics. http://nces.ed.gov/pubsearch

Reynolds A. J. Ou S. O. Mondi C. F. Hayakawa M. (2017). Processes of early childhood interventions to adult well-being. Child Development, 88(2), 378–387.

Rodin L. (2017). From othering to belonging: Integration politics, social intervention, and the limits of cultural ideology. Journal of Social Policy Studies, 15(4), 603–616. https://doi.org/10.17323/727-0634-2017-15-4-603-616

Timberlake M. T. (2016). The path to academic access for students with significant cognitive disabilities. The Journal of Special Education, 49(4), 199–208.

Trainor A. A. (2010). Diverse approaches to parent advocacy during special education home-school interactions: Identification and use of cultural and social capital. Remedial and Special Education, 31(1), 34–47.

U.S. Department of Health and Human Services, Centers for Disease Control and Prevention. (2009). Simply put: A guide for creating easy to understand materials. https://www.cdc.gov/healthliteracy/pdf/simply_put.pdf

Zhang C. Bennett T. (2003). Facilitating the meaningful participation of culturally and linguistically diverse families in the IFSP and IEP process. Focus on Autism and Other Developmental Disabilities, 18(1), 51–59.

Zong J. Batalova J. Hallock J. (2019). Frequently requested statistics on immigrants and immigration in the United States. https://www.migrationpolicy.org/article/frequently-requested-statistics-immigrants-and-immigration-united-states