School Principals and Parents Who Achieve Optimum Results: Lessons Learned from 6 North American Schools that have Implemented Inclusive Practices

Authors

  • Grace. L. Francis George Mason University
  • Judith M. S. Gross University of Kansas
  • Martha Blue-Banning University of Kansas
  • Shana J. Haines University of Vermont
  • Ann P. Turnbull University of Kansas

DOI:

https://doi.org/10.4067/S0718-73782016000100004

Keywords:

Inclusion, Leadership, Partnership, Parent, Principalship

Abstract

Inclusive education contributes to numerous benefits for students with and without disabilities, including enhanced academic achievement and relationships with peers. Strong and engaged site leadership and trusting family partnerships are two features that the Schoolwide Integrated Framework for Transformation (SWIFT) Center based at the University of Kansas, uses to help schools transform into fully inclusive schools. This manuscript describes findings from 11 focus groups conducted with parents of students with and without disabilities from six American schools recognized for their inclusive practices. The results of this study revealed several ways in which school principals and parents of students can partner to contribute to the life of schools and positive outcomes for all stakeholders.

Author Biographies

Grace. L. Francis, George Mason University

Assistant Professor of Special Education at George Mason University. Her research interests include family-professional partnership policies and practices and post-school outcomes that result in a high quality of life for individuals with significant support needs.

Judith M. S. Gross, University of Kansas

Assistant Research Professor at the Beach Center on Disability at the University of Kansas and a member of the SWIFT Family and Community Engagement Team, which provides technical assistance to SWIFT partner schools. Dr. Gross is also the principal investigator of the Assessing Family Employment Awareness Training research project which provides training and technical assistance to families that raises expectations for and knowledge of competitive employment for individuals with disabilities. Her research interests include family-disability policy, competitive employment, participant direction of supports and services, and community access for individuals with disabilities.

Martha Blue-Banning, University of Kansas

Qualitative researcher on the School-Wide Integrated Framework for Transformation (SWIFT) Project at the Beach Center on Disability at the University of Kansas. Dr. Blue-Banning is the co-director of the SWIFT Family-Community-School Engagement team. Her primary research focus has been on parent-professional partnerships and the transition of adolescents and young adults with disabilities to an inclusive life in the community. Her other research interests include cognitive coping and participant direction of Medicaid Waivers.

Shana J. Haines, University of Vermont

Assistant Professor in the College of Education and Social Services at the University of Vermont. Dr. Haines’ research interests include family and community partnerships, improving schools, effective teacher education, and refugee and former refugee education. 

Ann P. Turnbull, University of Kansas

Distinguished Professor in the Department of Special Education and Co-director of the Beach Center on Disability at the University of Kansas. Dr. Turnbull’s research interests focus in the areas of family-professional partnerships, family quality of life, and school/community inclusion.

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Published

2016-05-15

How to Cite

Francis, G. L., Gross, J. M. S., Blue-Banning, M., Haines, S. J., & Turnbull, A. P. (2016). School Principals and Parents Who Achieve Optimum Results: Lessons Learned from 6 North American Schools that have Implemented Inclusive Practices. Latin American Journal of Inclusive Education, 10(1), 43–60. https://doi.org/10.4067/S0718-73782016000100004

Issue

Vol. 10 No. 1 (2016): School, Family and Community: A Necessary Alliance for Inclusive Education

Section

Sección Temática

License

Copyright (c) 2016 Revista Latinoamericana de Educación Inclusiva

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