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Research begins with a question that begs to be answered. The research question must be well articulated and specific. Once the research question is established, the methodology is chosen. Thus, it is the research question that determines the methodology. In the field of special education, many methodologies have been used to answer research questions. For example, Stoner et al. (2006c) used a single subject design to determine the effectiveness of the Picture Exchange Communication System (PECS) for adults with intellectual disabilities. Quasi-experimental methodology may be the appropriate methodology for determining the effectiveness of intervention with a group of students. The effectiveness of two math curricula for students at risk was conducted by Woodward and Brown (2006) using quasi-experimental research. If the research question centers on attitudes or opinions of a large group of individuals, then quantitative research may be used. Brown, Welsh, Haegle Hill, and Cipko (2008) reported on preservice teacher attitudes about teaching students with learning disabilities (LD). However, if one wants to broaden and enhance understanding and to fully and deeply comprehend the perspectives of individuals, then qualitative methodology would be used. For example, through the use of qualitative methodology, two studies (Bailey, Parette, Stoner, Angell, & Carroll, 2006a; Bailey, Stoner, Parette, & Angell, 2006b) described the perspectives of members of individual education plan (IEP) teams and perspectives of family members regarding augmentative and alternative communication (AAC) use in public schools. The findings of these studies (a) offered in-depth understanding of the process of obtaining AAC devices, (b) identified barriers and facilitators to AAC device use, and (c) provided strategies for effective use of AAC devices.

Strong relationships between parents and education professionals benefit all, especially children with disabilities. Parents of children with disabilities were integral to the development of special education, are their children’s best advocate, and are the members of the Individual Education Plan team who know the child the best. As education professionals we must strive to develop and maintain a strong relationship with parents and involve them in all aspects of their children’s education. This chapter provides an overview of parental rights and the Individuals with Disabilities Education Act (IDEA). The theoretical foundations of parental engagement is discussed and explored. Finally, recommendations are provided for developing and maintaining strong relationships with parents of children with disabilities.

COVID-19 has affected families across the globe with far-reaching consequences, particularly in regard to children's education. The pandemic has exacerbated existing inequalities for families of students with disabilities in particular. This chapter explores families' perspectives on how COVID-19 affected partnerships between families of students with disabilities and their schools in Ontario, Canada.

We interviewed 18 parents of students with disabilities in K-12 Ontario schools. Using a reflexive thematic analysis approach, we analyzed interviews to develop themes inductively.

Participants shared varied experiences of partnerships with their schools both before and during the pandemic. However, all participants described additional challenges as a result of COVID-19. Frequent, open, and personalized communication was emphasized as essential for effective partnerships; however, this was often lacking. Participants shared various ways they were involved in schools, including advocating for their child, and needing to balance multiple roles during COVID-19. Overwhelmingly, participants expressed an inadequacy of support during the pandemic related to online learning and a lack of human resources (e.g., Educational Assistants, therapists), negatively affecting partnerships. However, they also described positive experiences of family-school partnerships, as well as hope for effective future partnerships.

This research gives voice to families of students with disabilities to deepen our understanding of barriers and facilitators to positive family-school partnerships. Findings help to direct appropriate policies and practices that can improve partnerships during COVID-19 and beyond, and ultimately enhance education and quality of life for students with disabilities and their families.