Family-Professional Partnerships in Low-Resourced Communities: A Systematic Literature Review

IF 0.6 4区 教育学 Q4 EDUCATION, SPECIAL Exceptionality Pub Date : 2023-10-08 DOI:10.1080/09362835.2023.2263598
Amanda N. Johnston, Meghan M. Burke
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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).
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低资源社区的家庭-专业伙伴关系:系统文献回顾
高质量的家庭-职业伙伴关系促进残疾学生的个人、社会和学业成长。然而,由于体制障碍,这种伙伴关系可能很困难,特别是对于来自资源匮乏社区的家庭。利用阳光模型,本系统文献综述的目的是表征低资源社区残疾儿童家庭与专业伙伴关系的文献。总共确定了10项研究。在大多数研究中,参与者报告了糟糕的家庭与职业伙伴关系。建立牢固伙伴关系的促进者包括专业人员,他们试图与家庭建立关系,为家庭提供培训机会和资源,照顾学生,并鼓励家庭提出问题。建立伙伴关系的障碍包括:不熟悉学校或特殊教育系统、家庭支持有限、家庭和专业人员之间的不同观点、资源不足造成的独特障碍以及文化和语言障碍。讨论了对研究和实践的启示。披露声明作者未报告潜在的利益冲突。
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来源期刊
Exceptionality
Exceptionality EDUCATION, SPECIAL-
CiteScore
4.30
自引率
0.00%
发文量
11
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