Recursos

Carter, S. (2003). Education our children together: A sourcebook for effective family-school-community partnerships. Eugene, OR: Consortium for Appropriate Dispute Resolution in Special Education. Recuperado de https://www.cadreworks.org/resources/cadre-materials/educating-our-children-together-sourcebook-effective-family-school

Centers for Disease Control and Prevention. (2019). Common barriers to participation experienced by people with disabilities. Recuperado de https://www.cdc.gov/ncbddd/disabilityandhealth/disability-barriers.html

Center for Parent Information and Resources. (2020). Virtual IEP meeting tip sheets. Recuperado de https://www.parentcenterhub.org/virtual-iep-meeting-tip-sheets/

Child Welfare Information Gateway. (2017). The family engagement inventory: A brief cross-disciplinary synthesis. Recuperado de https://www.childwelfare.gov/pubPDFs/synthesis.pdf

Communication Across Barriers. (n.d.). Educating students who live in poverty. Recuperado de https://www2.ed.gov/programs/slcp/2012thematicmtg/studentpovty.pdf

Council for Exceptional Children and eLuma Online Therapy. (2020). Best practices for educating online. Recuperado de https://www.cec.sped.org/Tools-and-Resources/Resources-for-Teaching-Remotely/Webinars/TeachingSpedOnline

El Nokali, N., Bachman, H. J., & Vortruba-Drzal, E. (2010). Parent involvement and children’s academic and social development in elementary school. Child Development, 8(3), 988–1005.

Epstein, J., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). Schools, family, and community partnerships: Your handbook for action (2nd ed.). Thousand Oaks, CA: Corwin.

Epstein, J. L., & Sheldon, S. B. (2006). Moving forward: Ideas for research on school, family, and community partnerships. In C. F. Conrad & R. Serlin (Eds.), SAGE Handbook for research in education: Engaging ideas and enriching inquiry (pp. 117–138). Thousand Oaks, CA: Sage.

Epstein, J., Sanders, M.G., Sheldon, S., Simon, B. S., Salinas, K. C., Jansorn, N. R., Van Voorhis, F. L., Martin, S., Thomas, B. G., Greenfeld, M.D., Hutchins, D.J., & Williams, K. J. (2019). Schools, family, and community partnerships: Your handbook for action (4th ed.). Thousand Oaks, CA: Corwin.

Fenton, P., Ocasio-Stoutenburg, L., & Harry, B. (2017). The power of parent engagement: Sociocultural considerations in the quest for equity. Theory into Practice, 56(3), 214–225.

Ferguson, C. (2005). Reaching out to diverse populations: What can schools to foster family-school connections? Austin, TX: Southwest Educational Development Laboratory.

Hanover Research. (2018). Top benefits of family and community engagement. Recuperado de https://www.hanoverresearch.com/insights-blog/top-benefits-of-family-and-community-engagement/

Heiman, T. (2002). Parents of children with disabilities: Resilience, coping, and future expectations. Journal of Developmental and Physical Disabilities, 14(2), 159–171.

Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory.

Hoover-Dempsey, K., Walker, J. M., Sandler, H. M., Whetsel, C., Wilkins, A. S., & Closson, K. (2005). Why do parents get involved? Research findings and implications. The Elementary School Journal, 106(2).

Hoover-Dempsey, K. V., Walker, J. M. T., & Sandler, H. M. (2005). “Parents’ motivations for involvement in their children’s education.” In Patrikakou, E. N., Weissberg, R. P., Redding, S., & Walberg, H. J. (Eds.), School-family partnerships for children’s success. New York: Teachers College Press, 2005.

Lim, S. (2008). Parent involvement in education. In G. Olsen & M. L. Fuller (Eds.), Home-school relations: Working successfully with parents (pp. 127–150). Boston: Pearson Education.

MacDonald, J. B. (2008). Teachers and parenting: Multiple views. In G. Olsen & M. L. Fuller (Eds.), Home-school relations: Working successfully with parents (pp. 86–103). Boston: Pearson Education.

May, T., Story, J., Stewart, L., & Lynn, R. (2020). Support inclusionary practices during school closure. Recuperado de https://www.k12.wa.us/sites/default/files/public/specialed/inclusion/Supporting-IP-School-Facility-Closure.pdf

Morin, A. (n.d.). How to break down communication barriers between teachers and families. Recuperado de https://www.understood.org/en/school-learning/for-educators/partnering-with-families/how-to-break-down-communication-barriers-between-teachers-and-families?_ul=1*13wip04*domain_userid

Moses, K. (2002). Childhood disability: A parent’s struggle. Recuperado de http://www.pediatricservices.com/prof/prof-15.htm

National Alliance for Secondary Education and Transition. (2005). Introduction to family involvement standards. Recuperado de http://www.nasetalliance.org/family/index.htm

National Center on Learning Disabilities. (2020). Serving students with disabilities during the COVID-19 crisis: Spotlight on policy & practice, part 1: Providing a free appropriate public education (FAPE). Recuperado de https://www.ncld.org/wp-content/uploads/2020/04/Part-1-Providing-a-Free-Appropriate-Public-Education-FAPE.D3.pdf

National Center on Learning Disabilities. (2020). Serving students with disabilities during the COVID-19 crisis: Spotlight on policy & practice, part 2: Family-school collaboration. Recuperado de https://www.ncld.org/wp-content/uploads/2020/04/Serving-Students-With-Disabilities-During-the-COVID-19-Crisis-Spotlight-on-Policy-Practice-Part-2-Family-School-Collaboration.04072020.pdf

National Clearinghouse for English Language Acquisition. (2020). Engaging English learners and families through distance learning. Webinar. Recuperado de https://ncela.ed.gov/webinars

National Education Association. (2010). Minority parent and community engagement: Best practices and policy recommendations for closing gaps in student achievement. Recuperado de https://www.parentcenterhub.org/wp-content/uploads/2016/09/Minority-Parent-and-Community-Engagement_maldef-report_final.pdf

National Information Center for Children and Youth with Disabilities. (1994). Children with disabilities understanding sibling issues. Recuperado de http://www.ldonline.org/article/6054/

Nelson, S. W., & Guerra, P. L. (2009). For diverse families, parent involvement takes on a new meaning. National Staff Development Council, 30(4), 65–66.

Pacer Center. (2018). Working effectively with families from diverse cultures. Recuperado de https://www.pacer.org/parent/php/PHP-c261.pdf

Parent Teacher Association. (n.d.). PTA national standards for family-school partnerships: An implementation guide. Recuperado de https://www.pta.org/home/run-your-pta/National-Standards-for-Family-School-Partnerships

Park, S., & Holloway, S. D. (2017). The effects of school-based parental involvement on academic achievement at the child and elementary school level: A longitudinal study. The Journal of Educational Research, 110(1), 1–16.

Project Appleseed. (2007). The parental involvement checklist. Recuperado de https://www.projectappleseed.org/chklst

Psychology Today. (2014). Family dynamics: Siblings of children with disabilities. Recuperado de https://www.psychologytoday.com/us/blog/band-brothers-and-sisters/201406/siblings-children-disabilities

Rattenborg, K., MacPhee, D., Walker, A. K., & Miller-Heyl, J. (2019). Pathways to parental engagement: Contributions of parents, teachers, and schools in cultural context. Early Education and Development, 30(3), 315–336.

Redding, S., Murphy, M., & Sheley, P. (2011). Handbook on family and community engagement. Recuperado de http://www.schoolcommunitynetwork.org/downloads/FACEHandbook.pdf

Reykdal, C. (2020). Continuous learning 2020: Resources and planning tools. Recuperado de https://www.k12.wa.us/sites/default/files/public/communications/OSPI%20Publication%20-%20Continuous%20Learning%202020.pdf

Richardson, V. (2015, 1997). The journey: A parent comes to terms with her daughter’s disability. ACTion Sheet: PHP-c26. Pacesetter.

Ross, T. (2016). The differential effects of parental involvement on high school completion and postsecondary attendance. Education Policy Analysis Archives, 24(30).

SEDL. (2013). Partners in education: A dual capacity-building framework for family-school partnerships. Recuperado de https://www2.ed.gov/documents/family-community/partners-education.pdf

Sheldon, S. (2007). Improving student attendance with school, family, and community partnerships. The Journal of Educational Research, 100(5), 267–275.

Smith, P. M. (2010). You are not alone: For parents when they learn their child has a disability. New Digest, 20.

Smith, T. E., Reinke, W. M., Herman, K. C., & Huang, F. (2019). Understanding family-school engagement across and within elementary and middle school contexts. American Psychological Association, 34(4), 363–375.

Smith, T. E., Sheridan, S. M., Kim. E. M., Park, S., & Beretvas, S. N. (2020). The effects of family-school partnership interventions on academic and social-emotional functioning: A meta-analysis exploring what works for whom. Educational Psychology Review, 32, 511–544.

Staples, K., & Diliberto, J. (2010). Guidelines for successful parent involvement working with parents of students with disabilities. TEACHING Exceptional Children, 42(6), 58–63.

U.S. Department of Education. (2004). Individuals with Disabilities Education Act, Sec. 300.324 (a). Recuperado de https://sites.ed.gov/idea/regs/b/d/300.324/a

U.S. Department of Education. (2020). Questions and answers on providing services to children with disabilities during the coronavirus disease 2019 outbreak. Recuperado de https://sites.ed.gov/idea/files/qa-covid-19-03-12-2020.pdf

Urtubery, J. (n.d.). English language learners in special education: 4 things to know about partnering with families. Recuperado de https://www.understood.org/en/school-learning/for-educators/partnering-with-families/english-language-learners-in-special-education-partnering-with-families?_ul=1*1k8isol*domain_userid

Waterford. (2018). How parent involvement leads to student success. Recuperado de https://www.waterford.org/education/how-parent-involvment-leads-to-student-success/

Wisconsin Center for Education Research. (n.d.). ABC’s of family engagement: Key considerations for building relationships with families. Recuperado de https://wida.wisc.edu/resources/abcs-family-engagement

Sawyer, M. (2015). Bridges: Connecting with families to facilitate and enhance involvement. TEACHING Exceptional Children, 47(3), 172–179.

Este artículo contiene información paso-a-paso sobre cómo los educadores podrían involucrar a las familias de los estudiantes de forma más plena en su entorno de aprendizaje. Incluye los consejos de la semana, notas sobre reclutar a los padres para tener una mayor participación e información sobre la importancia de la comunicación entre familias y educadores.

Berger, E. H., & Riojas-Cortez, M. (2015). Parents as partners in education: Families and schools working together. (9th ed.) Boston: Pearson.

Este libro discute la historia de la participación familiar así como los asuntos que afectan esta participación. Incluye estrategias para alentar la implicación de los padres.

Crane, C., Bix, P., Herbert, P., & Kelly, B. (2004). Becoming a community school: A step-by-step guide to bridging the school-family gap. Dorchester, MA: The Project for School Innovation.

Este libro, escrito por el director de la Escuela Robert L. Ford y sus colegas, detalla cómo esta escuela de K-8 en una vecindario de bajos recursos económicos de Massachusetts se volvió un centro de actividades comunitarias.

Harris, A., & Goodall, J. (n.d.) Engaging parents in raising achievement: Do parents know they matter? University of Warwick.

Este artículo, comisionado por el Fondo de Escuelas de Especialistas y Academias (“Specialist Schools and Academies Trust”) y fundado por el Departamento de Educación y Destrezas, fue enviado a Amy Harris de parte de Sharman del Centro PACER.

Ferguson, C. (2008). The school-family connection: Looking at the larger picture. Southwest Educational Development Laboratory

Esta reseña de literatura sobre la participación familiar identifica estrategias importantes para aumentar las conexiones familia-escuela.

American Institutes for Research

El Instituto americano para la investigación (“American Institute for Research”, AIR) es una corporación sin fines de lucro de investigación, desarrollo y diseminación que se enfoca en aumentar la eficacia en educación, asistencia sanitaria y fuerza laboral.

Center for Parent Information and Resources (CPIR)

Este centro ofrece muchos tipos de apoyos para los padres de niños con discapacidades, incluyendo una biblioteca de recursos en línea para los padres.

Early Childhood Learning & Knowledge Center

El ECLKC (Centro de aprendizaje y conocimiento de edad temprana) provee entrenamiento y asistencia técnica en educación de edad temprana para fomentar la oferta de servicios de calidad a niños y familias de bajos ingresos.

Early Childhood Technical Assistance Center

El Centro ECTA (Centro de asistencia técnica en edad temprana) es una organización que forma parte de los programas de la Oficina de educación especial de los Estados Unidos que busca fortalecer los servicios estatales y locales que garantizan que los niños con discapacidades hasta la edad de cinco años reciban apoyos y servicios basados en investigación y culturalmente apropiados.

Global Family Research Project

Estas publicaciones del Proyecto Global de Investigación Familiar funcionan como guías para la participación familiar en los niveles primarios, intermedio y secundarios. El énfasis está en asuntos de crianza de niños de cada edad así como relaciones casa-escuela.

Individuals with Disabilities Education Act (IDEA) website

Esta página web fue creada por el Departamento de Educación de los Estados Unidos como un “centro único” para recursos relacionados a IDEA (Ley para la Educación de Individuos con Discapacidades). Entre los temas tratados está la disciplina, los servicios de intervención temprana, transición secundaria, programas de educación individualizada, entre otros.

Michigan Alliance for Families

Esta página contiene información para niños y adultos con discapacidades que están en el sistema educativo. El objetivo de la alianza es aumentar la participación familiar, no solo en la educación de sus hijos sino en la educación en general.

National Center for Cultural Competence

Esta página web contiene información brindada por NCCC (Centro nacional para la competencia cultural) para promover más competencia cultural. De interés particular son las auto-evaluaciones en línea y las herramientas de evaluación en formato pdf.

PACER Center

Esta página web es un centro de información y entrenamiento para padres y jóvenes con discapacidades. Incluye información para las familias y profesionales sobre temas relacionados a la discapacidad como la educación, la formación vocacional y otros servicios para niños con discapacidades.

Understood

Understood (“entendido”, en español) es una iniciativa de un espacio de trabajo que procura ayudar a individuos con discapacidades y a aquellos que los apoyan. Sus recursos para investigadores están respaldados por investigación, pasan por evaluación de expertos y son revisados por maestros escolares. Encuentre información aquí sobre cómo colaborar con familias.