Methods of conflict, practice to promote parental and professional practice affect inclusion

https://www.barnardos.ie/assets/files/publications/free/parental_involvement.pdf

As a practicing school psychologist and promoter of inclusion I had found that professional's support for families was provided mostly through individual educational planning (IEP) meetings that started in the US but have been used across the world. These were enhanced with what in Canada were termed Making Action Plans (MAP) meetings. I would use these two keywords to locate the main relevant research literature. Another area has been that of parent advocacy approaches taken up by some professionals and is therefore another relevant key phrase. Best regards.

 KidsMatter is an evidence informed national mental health initiative here in Australia. Component four, working with parents and carers, focuses on helping child care centre's and schools to develop professional relationships with families. There are also extensive resources about inclusion, children with special needs, and diversity. The resources are focused on helping schools to find local solutions to local challenges, and everything is freely available from their website www.kidsmatter.edu.au 

https://www.academia.edu/4175001/It_should_be_teamwork_a_critical_investigation_of_school_practices_and_parent_advocacy_in_special_education 

Check out my study, good luck!

Thank you, all, for your recommendations. It is good to be connected with you and to share resources. Jessica, I already have your paper saved in my writing folder; I look forward to citing your work! 

you might want to look online forCentro Ann Sullivan del Peru -CASP or Yolanda Liliana Mayo Director  This program has descriptions and programs in CASP for inclusion, parent education, and techniques for teaching  of students with moderate to severe cognitive learning,  and behavioral problems and they also do online education.The papers and website are in Spanish and Engllish  but not the online education which is in Spanish

If you wish more info contact me [email protected] and I can forward your request

Hi Kathleen,

There are often many challenges surrounding appropriate support for parents and families of children with special educational needs. In part this is sometimes related to the negative experiences that parents themselves may have had in schooling. I have been involved in the UK with the evaluation of projects involving mentors based in schools, and also family support workers. These are not teachers or social workers but play a direct role of working face to face with families and often acting as an intermediary between school and home. The data we have collected suggests that the roles of mentors and family support workers can be critical in establishing positive and secure relationships which are often the foundation of a more secure development of inclusive schooling. The following references report some of this work:

Rose, R. (2012) Beyond the School Gates; Promoting Inclusion through Community Partnerships.  In C, Boyle & K, Topping (Eds). What works in Inclusion? Buckingham: McGraw Hill/Open University Press

Rose, R. (2012) Volunteer engagement with young people at risk of exclusion: developing new perceptions of pupil and adult relationships. In T, Coles., H, Daniels, & J, Visser. (Eds.) International Companion to Emotional and Behavioural Difficulties. London: Routledge.

Rose, R. (2009) Encouraging engagement: an emerging role for school based family workers in English secondary schools International Journal of School Disaffection 6 (1) 5 – 11  

Rose, R., Smith, A, and Feng Yan. (2009) Supporting pupils and families: A case study of two English extended secondary schools Management in Education 23 (2) 57 – 62     

Jones, K., Doveston, M, & Rose, R. (2009) The motivations of mentors: promoting relationships, supporting pupils, engaging with communities. Pastoral Care in Education  27 (1) 41 – 51