Research with parents of children with disabilities indicates one of the major hindrances to collaboration with professionals is difficulty with trust. However, it is also known that student outcomes are improved when there is a positive working relationship between parents, educators, and students, one that is founded on trust. This chapter explores the foundational constructs of trust and its role in parent-professional collaboration, from both literature in the field and the chapters contained in this volume. It suggests that trust is an essential component in securing identity, opportunity, and belonging, and offers strategies for (re-)building home-school collaborative partnerships based on principles of trust.
Scorgie, K. and Sobsey, D. (2017), "So You Think We Can Trust? (Re)building Home-School Collaboration with Families of Children with Disability", Working with Families for Inclusive Education (International Perspectives on Inclusive Education, Vol. 10), Emerald Publishing Limited, pp. 255-271. https://doi.org/10.1108/S1479-363620170000010026Download as .RIS
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