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Abstract
The Every Student Succeeds Act encourages home, school, and community partnerships as a method for improving academic achievement. Districts who seek federal funding must provide outreach to all caregivers within the district, making meaningful efforts to attract those with the greatest barriers to engagement. This review provides a thematic analysis of methods for cultivating home and school partnerships with caregivers of students who are culturally and linguistically diverse in special education. Emphasis is placed on the roles and responsibilities of school principals based on the development of culturally responsive school leadership. Student impact, as well as recommendations for practice are provided.
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Author Biographies
Denise K. Whitford, PhD, an assistant professor of Special Education at Purdue University, specializes in disproportionality. She is particularly involved in examining the impact on student achievement, post-academic outcomes, and emotional wellbeing, in addition to determining methods for decreasing disproportionality in K-12 settings, including the use of culturally responsive practices.
Aaron K. Addis is a graduate of the dual Elementary and K-12 Special Education teacher preparation program at Purdue University. He is currently a kindergarten and first grade special education teacher in Nashville, Tennessee and is interested in special education academic and behavioral intervention research.
