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Building School-Level Capacity Through a Problem-Solving Approach to Parental Engagement in a Large Urban Setting

  • Angel RodriguezEmail author
  • Rosalia F. Gallo
  • Juan Carlos Gonzalez
  • Elizabeth D. Cramer
Chapter
Part of the Advancing Inclusive and Special Education in the Asia-Pacific book series (AISEAP)

Abstract

Parental engagement continues to be a struggle for parents of students with disabilities, English language learners, and students at risk for academic failure. Throughout legislation such as the Individuals with Disabilities Education Act (Individuals with Disabilities Education Act of 2004, P.L. 108–446). And the Every Student Succeeds Act (Every Student Succeeds Act, 2015), parental involvement is specifically referenced and supported. Although parental involvement research has suggested that parents who are engaged in school activities significantly impact the achievement and educational benefits of their children, there are still many parents who are marginalized from being engaged in their children’s education, especially those trying to navigate the complexities of special education. Through a collaborative initiative in one large urban school district, a unique, family-focused engagement program was created. This chapter explores the development of this initiative and its effects using the data gathered from the first year of implementation, including the implications and lessons learned.

Keywords

Parental engagement Urban education Family collaboration Special education Disability 

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Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  • Angel Rodriguez
    • 1
    Email author
  • Rosalia F. Gallo
    • 2
  • Juan Carlos Gonzalez
    • 1
  • Elizabeth D. Cramer
    • 3
  1. 1.Miami-Dade County Public SchoolsMiamiUSA
  2. 2.Central Florida Parent CenterMiamiUSA
  3. 3.Florida International UniversityMiamiUSA

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