Valued Member or Tolerated Participant: Parents' Experiences in Inclusive Early Childhood Settings

By L. Soodak, E. Erwin. 2000

124 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/abc7fadaeb7a5dfde7f3a9943df685049b9b8fb5

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In Clinical Psychology

In Education

Citations in the corpus

Relationship of Perceived Adequacy of Services, Family–Professional Partnerships, and Family Quality of Life in Early Childhood Service Programmes (2007, background): “In the literature a variety of terms has been used to describe the process of families and professionals working together; for example, cooperation, collaboration, parent involvement, parent participation (McWilliam, Snyder, Harbin, Porter, & Munn, 2000; Park & Turnbull, 2003; Soodak & Erwin, 2000).”
Dimensions of Family and Professional Partnerships: Constructive Guidelines for Collaboration (2004, background): “…vision, and cultural sensitivity were identified as critical for effective partnerships with families in decision making about augmentative communication (Parette, Brotherson, & Huer, 2000), inclusion (Soodak & Erwin, 2000), and serving children with problem behaviors (Park & Turnbull, 2002).”
Why Do Parents Become Involved? Research Findings and Implications (2005, methodology): “We conclude the article with observations and recommendations for next steps in research on the parental involvement process.”
After Preschool Inclusion: Children's Educational Pathways over the Early School Years (2001, background): “…to obtain information and services (McWilliam et al., 1995), the impact of school climate and parent-school relationships in regulating parent participation (Soodak & Erwin, 2000), and the relationship between child characteristics and placement options (Buysse, Bailey, Smith, Simeonsson, 1994).”
Whose Expertise?: An Analysis of Advice Giving in Early Childhood Parent-Teacher Conferences (2011, unknown): “…studies, that partnerships and collaboration are challenging in special and general education programs (Garriott, Wandry, & Snyder, 2000; Harry, 2008; Harry, Allen, & McLaughlin, 1995; Hess, Molina, & Kozleski, 2006; Power & Clark, 2000; Ramirez, 2003; Rao, 2000; Salas, 2004; Soodak & Erwin, 2000).”
Measuring the Quality of Family—Professional Partnerships in Special Education Services (2005, background): “…and respect cultural differences (Kalyanpur & Harry, 1999), perceive that getting appropriate and inclusive services for their child is a “forever and ongoing struggle” (Soodak & Erwin, 2000, p. 36; Soodak et al., 2002), and feel blamed and judged for their child’s problems (Osher & Osher, 2002).”
Implementing School-Wide Positive Behavioural Interventions and Supports to Better Meet the Needs of Indigenous Students (2014, background): “Acceptance and active inclusion of diversity requires teachers to use management styles and lesson plans that accommodate a diverse range of student learning and behavioural differences (Soodak & Erwin, 2000).”