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Chapter image Chapter 7: Strategy 5: Parent involvement and support

Self Evaluation

Please rate yourself or a teacher you have closely observed.

Criterion

Indicators

Evaluation

5. Actively involves parents

You actively involve parents of your students in their children’s programme, respecting their rights, skills and needs.

Reference

Mitchell, 2014, pp78–92.

You:

  1. regularly keep parents informed about the classroom programme and their children’s progress;
  2. provide opportunities for parents to take part in activities associated with the classroom programme;
  3. meaningfully involve parents in decisions affecting their children;
  4. provides guidance for parents in supporting their children’s learning at home.
  1. All four indicators are met.
  2. Three of the indicators are met.
  3. Two of the indicators are met.
  4. Only one or none of the indicators are met.

YouTubeYouTube links

The ABCs of parent involvement. (14.48 US)

Educators in the ABC Unified School District in California believe that a partnership between parents and schools is central to the academic success of children. Through a variety of workshops, activities and programmes, targeting parents of students from pre-school up through high school, the district works to foster a high level of parent involvement.

www.youtube.com/watch?v=NvQSGvtmuTI

The positive link between parental involvement and children. (1.57 US)

Highlights the positive link between parental involvement and children’s educational outcomes.

www.youtube.com/watch?v=kx8Vbeqqpno

websitesWeb links

Collaborating with families.

Designed to help teachers build positive relationships with families, this module highlights the diversity of families and addresses the factors that school personnel should understand about working with the families of children with disabilities.

http://iris.peabody.vanderbilt.edu/module/fam/

journalsJournal links

Stalker, K.O., Brunner, R., Maguire, R. and Mitchell, J. (2011). ‘Tackling the barriers to disabled parents’ involvement in their children’s education’. Educational Review, 63(2), 233–250.

Promoting parental participation plays a significant role in education policies across Britain. Previous research has identified various barriers to involving disabled parents. This paper reports findings from part of a study examining disabled parents’ engagement in their children’s education, which focused on good practice.

Hartas, D. (2008). ‘Practices of parental participation: A case study’. Educational Psychology in Practice, 24(2), 139–153.

The nature of parental participation in children’s education is changing rapidly. A growing body of research points to the positive effect that parental involvement has on outcomes of schooling and on children’s well‐being. This paper examines parental participation practices in terms of parents working together with a range of professionals, exchanging knowledge and information regarding their child’s special educational needs (SEN), challenging practices and negotiating SEN provision. The parents in this study exercised agency – that is, they showed resilience and took initiative, within a context of shared responsibility and accountability, and advocated for their child’s right to educational provision. The paper argues for a strengths‐based approach towards enabling active parental participation and advocacy.

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