{"title":"Family-Professional Partnerships in Low-Resourced Communities: A Systematic Literature Review","authors":"Amanda N. Johnston, Meghan M. Burke","doi":"10.1080/09362835.2023.2263598","DOIUrl":null,"url":null,"abstract":"ABSTRACTHigh quality family-professional partnerships promote the personal, social, and academic growth of students with disabilities. However, due to systemic barriers, such partnerships can be difficult, especially for families from low-resourced communities. Using the Sunshine Model, the purpose of this systematic literature review was to characterize the literature about family-professional partnerships among families of children with disabilities from low-resourced communities. Altogether, 10 studies were identified. In most studies, participants reported poor family-professional partnerships. Facilitators of strong partnerships included professionals who: attempted to form relationships with families, provided families with training opportunities and resources, cared for students, and encouraged families to ask questions. Barriers to partnerships included: unfamiliarity with the school or special education system, limited familial support, the differing views between families and professionals, unique barriers due to being low-resourced, and cultural and linguistic barriers. Implications for research and practice are discussed. Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"26 1","pages":"0"},"PeriodicalIF":0.6000,"publicationDate":"2023-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Exceptionality","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/09362835.2023.2263598","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 0
Abstract
ABSTRACTHigh quality family-professional partnerships promote the personal, social, and academic growth of students with disabilities. However, due to systemic barriers, such partnerships can be difficult, especially for families from low-resourced communities. Using the Sunshine Model, the purpose of this systematic literature review was to characterize the literature about family-professional partnerships among families of children with disabilities from low-resourced communities. Altogether, 10 studies were identified. In most studies, participants reported poor family-professional partnerships. Facilitators of strong partnerships included professionals who: attempted to form relationships with families, provided families with training opportunities and resources, cared for students, and encouraged families to ask questions. Barriers to partnerships included: unfamiliarity with the school or special education system, limited familial support, the differing views between families and professionals, unique barriers due to being low-resourced, and cultural and linguistic barriers. Implications for research and practice are discussed. Disclosure statementNo potential conflict of interest was reported by the author(s).