Date Published: Sep 1, 2016
Source: 
Education and Training in Autism and Developmental Disabilities
Authors: 
Francis, G., Blue-Banning, M., Turnbull, A.P., Hill, C., Haines, S.J., & Gross, J.M.S.
Volume: 
51
Issue: 
3
Page Numbers: 
281-293

This qualitative study improves understanding of parent perspectives about the factors that facilitate family-professional partnerships in schools recognized for inclusive practices. Five themes emerged from 11 focus groups consisting of parents of students with and without disabilities and with varying levels of involvement with the school: (a) school culture of inclusion, (b) positive administrative leadership, (c) attributes of positive partnerships, (d) opportunities for family involvement, and (e) positive outcomes for all students. School culture was an overriding theme, with each of the other themes closely linked to school culture. Implications for strengthening trusting family-professional partnerships as well as directions for future research are discussed. [article abstract]