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It explains the legal recognition of parent participation and summarizes research showing benefits for children, families, educators, and communities. 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Box 51360, Eugene, OR 97405-0906 541-686-5060 voice 541-686-5063 fax [cadre@directionservice.org](cadre@directionservice.org)  \n[www.directionservice.org/cadre](www.directionservice.org/cadre)  \nThe contents of this document were developed under a grant from the Office of Special Education Programs, United States Department of Education,\\#H326D080001. However, the contents do not represent the policy of the United States Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Tina Diamond.  \nThe text of this document is in the public domain and may be reproduced in its entirety or portions thereof for noncommercial use without prior permission if the authors are cited. Upon request this publication will be made available in alternate formats.  \nThe Technical Assistance ALLIANCE for Parent Centers at Pacer Center  \n[www.taalliance.org](www.taalliance.org)  \nNational Association of  \nState Directors of Special Education [www.nasdse.org](www.nasdse.org)  \nNational Dissemation Center for Children with Disabilities  \n[www.nichcy.org](www.nichcy.org)  \n[Mediate.com](Mediate.com)  \nResourceful Internet Solutions, Inc.  \n[www.mediate.com](www.mediate.com)  \nThe authors gratefully acknowledge the significant contributions of Cheryl Stiles, Donna Dickerson,  \nTina Diamond, Tom Kelly, and Teresa Coppola. Their hard work, insight, and expertise were of great assistance.  \nCorrespondence concerning this article should be addressed to  \nTimothy Hedeen, Ph.D., Senior Consultant  \nCenter for Appropriate Dispute Resolution in Special Education (CADRE)  \nP.O. Box 51360, Eugene, OR 97405-0906  \n770-423-6879 Email: [tkhedeen@yahoo.com](tkhedeen@yahoo.com)  \nIntroduction  \nAll parents can and should participate meaningfully in their children’s education, including those whose children receive special education services. The value of parent participation has been recognized under law since 1975, most recently as the Individuals with Disabilities Education Improvement Act (Coots, 2007). Many scholars and professionals in the field of special education have explored various approaches to collaboration since then, and research has demonstrated the benefits for all parties involved: from children and their families, to teachers and principals, to district administrators and the communities they serve.  \nSchools commonly involve parents through communication, consultation before decision-making, family opportunities at school, and support for home-based learning (see Epstein, 2001, and National Parent Teacher Association, 2008, among others). Almost four decades of research “have demonstrated that parent/family involvement significantly contributes to improved student outcomes”(Carter, 2002, p. 1) .“The evidence is consistent, positive and convincing: families have a major influence on their children’s achievement in school and through life” (Henderson and Mapp, 2002, p. 7). As Boyer has summarized,“The message is clear. It is simply impossible to have an island of excellence in a sea of community indifference, and when parents become school partners, the results can be consequential and enduring”(1995, p. 61) .  \nThe body of literature on collaboration in family/school relationships has continued to grow. Within that literature are rich insights and implications for improved practice. Complementing well-known work in this area (including Kalyanpur and Harry, 1999; Marzano, 2003; Friend and Cook, 2009; and the works cited previously), researchers have undertaken rigorous ","cbCaih3YmvFQdejg","https://ap.wps.com/l/cbCaih3YmvFQdejg","pdf",2462137,14,"English","# Introduction\n# A Continuum of Collaboration\n## Increasing degree of collaboration and partnership","[{\"question\":\"What is the main purpose of the literature review?\",\"answer\":\"To synthesize findings from recent academic studies and policy publications on meaningful collaboration between parents and educators in special education.\"},{\"question\":\"How does the document describe the concept of collaboration?\",\"answer\":\"Collaboration is presented as both a process and an outcome, defined through mutual goals, parity, shared responsibility, shared accountability, shared resources, and trust and respect.\"},{\"question\":\"What does the document include in its continuum of collaboration?\",\"answer\":\"It describes stages that increase collaboration and partnership, beginning with informing and moving toward more interactive forms such as involving and engaging.\"}]","Encouraging Meaningful Parent/ Educator Collaboration - AReview of Recent Literature | PDF",1792043092,35]