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ABSTRACT
Over the past 30 years, through multiple reauthorizations, both the Every Student Succeeds Act, and the Individuals with Disabilities Education Act, lawmakers and researchers have consistently acknowledged the importance of fostering family-professional partnerships in schools. Yet research continues to document a number of challenges and obstacles experienced by families and professionals with actualizing this intended partnership through both special meetings (i.e., Individualized Education Programs) and ongoing consultation interactions, as originally envisioned by lawmakers. Much of this divergence between policy, research, and practice is attributed to the historical challenges experienced between professionals and families with forming and maintaining trust. In celebration of the Journal of Educational and Psychological Consultation’s 30th anniversary, this paper provides discussion of the legal implications of the family-professional partnership, historical documented challenges that lead to a lack of trust in these partnerships, the importance of developing and maintaining a trusting family-professional partnership in special education consultation, and recommendations for future family/parent consultation practice, research, and policy.
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No potential conflict of interest was reported by the author.
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Tracy Gershwin
Tracy Gershwin, PhD, BCBA-D is a professor in the School of Special Education at the University of Northern Colorado. Her research interests are in the area of family-professional partnerships, special education law, conflict prevention and alternative dispute resolution, teacher preparation and professional development, and positive behavior interventions and supports for students with challenging behaviors.