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School-Family Partnerships for Culturally and Linguistically Diverse Students with Disabilities within the Schoolwide Positive Behavior Interventions and Supports System in the United States
Lefki Kourea, University of North Carolina at Charlotte
Alicia A. Brophy, University of North Carolina at Wilmington
Kimberly Bunch-Crump, The University of Southern Mississippi
Ya-yu Lo, University of North Carolina at Charlotte
Vivian Correa, University of North Carolina at Charlotte
Abstract
Current federal legislation in the United States and empirical research strengthen the need for developing school-family partnerships in improving the educational outcomes of culturally and linguistically diverse (CLD) students with disabilities. However, most of the emphasis has been given primarily on establishing such partnerships at the individual student level. With the rapid expansion of the Schoolwide Positive Behavior Interventions and Supports (SWPBIS) framework in the United States (Sugai & Horner, 2002) and internationally (Ogden, Sørlie, Arnesen, & Meek-Hansen, 2012), the role and contribution of school-family partnerships are now re-conceptualized. In this article, we review the current research evidence and school practices regarding the development of school-family partnerships within the continuum of supports in SWPBIS for all students, including those with disabilities. Specific case study examples are provided based on the continuum of supports for CLD learners with disabilities.
Keywords: culturally and linguistically diverse students, schoolwide positive behavior interventions and supports, school-family collaboration
CAISE Review 2015 Volume 3, pp 30 - 48
Special Section: Collaboration between Schools and Families of Children with Disabilities
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