Boundaries in family-professional relationships: Implications for special education

Remedial and Special Education

Volumn 25, Issue 3, 2004, Pages 153-165

  Nelson, Louise G Lord ^c   Summers, Jean Ann ^a   Turnbull, Ann P ^a,b  

^a Department of Special Education ^*

^b UNIVERSITY OF KANSAS   (United States)

^c Reliable Alliance in Spec Education   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 2942594764     PISSN: 07419325     EISSN: None     Source Type: Journal    
DOI: 10.1177/07419325040250030301     Document Type: Article

References (57)

1. Allen, R. I., & Petr, C. G. (1996). Toward developing standards and measurements for family-centered practice in family support programs. In G. H. S. Singer, L. E. Powers, & A. L. Olson (Eds.), Redefining family support: Innovations in public-private partnerships (pp. 57-86). Baltimore: Brookes.
2. Anfara, V. A., Jr., Brown, K. M., & Mangione, T. L. (2002, October). Qualitative analysis on stage: Making the research process more public. Educational Researcher, 28-38.
3. American Counseling Association Foundation. (1995). The ACA code of ethics and standards of practice. Retrieved June 8, 2001, from the American Counseling Association Foundation Web site: http://www.counseling.org/
4. American Medical Association. (2002). AMA principles of ethics. Retrieved April 16, 2003, from the American Medical Association Web site: http://www.ama-assn.org/ama/pub/category/2498.html
5. American Medical Association. (2003). Code of medical ethics, current opinions with annotations. Chicago: Author
6. American Nurses Association. (2003). Code of ethics for nurses with interpretive statements. Retrieved April 16, 2003, from the American Nurses Association Web site: http://www.nursingworld.org/ethics/code/ethicscode150.htm
7. Americans with Disabilities Act of 1990, 42 U.S.C.A. §12101 et seq. (West 1993).
8. Bailey, D. B., Buysse, V., Edmonson, R., & Smith, T. (1992). Creating family-centered services in early intervention: Perceptions of professionals in four states. Exceptional Children, 58, 298-309.
9. Baker, A. (1997, Spring/Summer). Improving parent involvement programs and practice: Qualitative study of parent perceptions. The School Community Journal, 7(1) 9-35.
10. Bennett, T., Lee, H., & Lueke, B. (1998). Expectations and concerns: What mothers and fathers say about inclusion. Education and Training In Mental Retardation and Developmental Disabilities, 33, 108-122.
11. Blue-Banning, M., Summers, J. A., Frankland, C., Nelson, L. G. L., & Beegle, G. (2004). Dimensions of parent-professional partnerships. Exceptional Children, 70, 167-184.
12. Borys, D. S., & Pope, K. S. (1989). Dual relationships between therapist and client: A national study of psychologists, psychiatrists, and social workers. Professional Psychology: Research and Practice, 20, 185-196.
13. Brotherson, M. J., Berdine, W. H., & Sartini, V. (1993). Transition to adult services: Support for ongoing parent participation. Remedial and Special Education, 14(4), 44-51.
14. Carter, E. A., & McGoldrick, M. (Eds.). (1980). The family life cycle: A framework for family therapy. New York: Gardner.
15. Cobb, H. B., & Horn, C. J. (1989, November). Implementation of professional standards in special education: A national study. Paper presented at the meeting of the Council for Exceptional Children, Birmingham, Alabama.
16. Coles, R. (1989). The call of stories. Boston: Houghton Mifflin.
17. Council for Exceptional Children. (1983). The Code of Ethics. Retrieved September 5, 2001, from the Council for Exceptional Children Web site: www.cec.sped.org/ps/code.html
18. Creswell, J. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage.
19. Davern, L. (1996). Listening to parents of children with disabilities. Educational Leadership, 53, 61-63.
20. Davern, L. (1999). Parents' perspectives on personnel attitudes and characteristics in inclusive school settings: Implications for teacher preparation programs. Teacher Education and Special Education, 22(3), 165-182.
21. Dobson, R., & Dobson, J. (1983). Teacher beliefs-practice congruency. Viewpoints in Teaching and Learning, 59, 199-204.
22. Dunst, C. J., Johanson, C., Trivette, C. M., & Hamby, D. (1991). Family-oriented early intervention policies and practices: Family-centered or not? Journal of the International Council for Exceptional Children, 58(2), 115-126.
23. Farber, B. (Ed). (1991). Crisis in education: Stress and burnout in the American teacher. San Francisco: Jossey-Bass.
24. Foley, G. M., Birch, H. G., Hochman, J. D., & Miller, S. (1994). Parent-professional relationships: Finding an optimal distance. Zero to Three, February/March.
25. Goldstein, H. (1999). On boundaries. Families in Society: The Journal of Contemporary Human Services, 80(5), 435-438.
26. Heller, H. W. (1983). Special education professional standards: Need, value, and use. Exceptional Children, 50, 199-204.
27. Hochschild, A. R. (1983). The managed heart: The commercialization of human feeling. Berkeley: University of California Press.
28. Individuals with Disabilities Education Act Amendments of 1997, 20 U.S.C. § 1401 et seq.
29. Jordan, L., Reyes-Blanes, M. E., Peel, B. B., Peel, H. A., & Lane, H. B. (1998). Developing teacher-parent partnerships across cultures: Effective parent conferences. Intervention in School and Clinic, 33, 141-147.
30. Kalyanpur, M., & Harry, B. (1999). Culture in special education. Baltimore: Brookes.
31. Keim, J., Ryan, A. G., & Nolan, B. F. (1998). Dilemmas faced when working with learning disabilities in post-secondary education. Annals of Dyslexia, 48, 273-291.
32. Krueger, R. A., & Casey, M. A. (2000). Focus groups: A practical guide for applied research (3rd ed.). Thousand Oaks, CA: Sage.
33. Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
34. Lynch, E. W., & Hanson, M. J. (1998). Developing cross-cultural competence: A guide for working with children and their families (2nd ed.). Baltimore: Brookes.
35. Morehead, A., & Morehead, L. (Eds.). (1981). The new American Webster handy college dictionary (3rd ed.). New York: Signet.
36. Mulick, J. A. (1983). The parent-professional partnership: An introduction. In J. A. Mulick & S. M. Pueschel (Eds.), Parent-professional partnerships in developmental disability services (pp. 3-7). Cambridge, MA: Academic Guild Publishers.
37. Murphy, D. L., Lee, I. M., Turnbull, A. P., & Turbiville, V. (1995). The family-centered program rating scale: An instrument for program evaluation and changes. Journal of Early Intervention, 19(1), 24-42.
38. Murray, S. B. (1998). Child care work: Intimacy in the shadows of family life. Qualitative Sociology, 21, 149-168.
39. National Association of Social Workers. (1996). Code of ethics of the National Association of Social Workers. Retrieved June 8, 2001, from the National Association of Social Workers Web site: http://www.naswdc.org/Code/ ethics.htm
40. National Education Association. (1975). National Education Association FAQ: What is the National Education Association? Retrieved June 8, 2001, from the National Education Association Web site: www.nea.org/aboutnea/faq.html
41. New American Webster handy college dictionary (3rd ed.). (1995). New York: Penguin Group.
42. Olson, D. H., McCubbin, H. I., Barner, H., Larsen, A., Muxen, M., & Wilson, M. (1983). Families: What makes them work. Beverly Hills, CA: Sage.
43. Park, J., & Turnbull, A. P. (2001). Cross-cultural competency and special education: Perceptions and experiences of Korean parents of children with special needs. Education and Training in Mental Retardation and Developmental Disabilities, 36(2), 133-147.
44. Patrikakou, E. N., & Weissberg, R. P. (1998). Parents' perceptions of teacher outreach and parent involvement in children's education. The Mid-Atlantic Regional Educational Laboratory at Temple University, Center for Research in Human Development and Education. (Series No. 14).
45. Patton, M. Q. (2001). Qualitative evaluation and research methods (3rd ed.). Newbury Park, CA: Sage.
46. Rehabilitation Act of 1973, 29 U.S.C. § 701 et seq.
47. Roberts, R. N., Rule, S., & Innocenti, M. S. (1998). Strengthening the family-professional partnership in services for young children. Baltimore: Brookes.
48. Rubin, H., & Rubin, I. (1995). Qualitative interviewing: The art of hearing data. Thousand Oaks, CA: Sage.
49. Salembier, G., & Furney, K. S. (1994, Fall). Promoting self-advocacy and family participation in transition planning. Journal for Vocational Special Needs Education, 12-17.
50. Salembier, G. B., & Furney, K. S. (1998, July). Speaking up for your child's future. The Exceptional Parent, 28(7) 62-64.
51. Schorr, L. B. (1997). Common purpose. New York: Anchor Books Double-day.
52. Sileo, T. W., & Prater, M. A. (1998). Preparing professionals for partnerships with parents of students with disabilities: Textbook considerations regarding cultural diversity. Exceptional Children, 64, 513-528.
53. Stewart, D. W., & Shamdasani, P. N. (1990). Focus groups: Theory and practice [Applied social research methods series, Vol. 20]. London: Sage.
54. Strom-Gottfried, K. (1999). Professional boundaries: An analysis of violations by social workers. Families in society. The Journal of Contemporary Human Services, 80(5), 439-449.
55. Summers, J. A., Hoffman, L., Marquis, J., Turnbull, A., Poston, D., & Nelson, L. (2003). Measuring the quality of family-professional relationships: Identification of the components of partnership. Manuscript in preparation.
56. Turnbull, A. P., & Turnbull, H. R. (2001). Families, professionals, and exceptionality: Collaborating for empowerment. (4th ed.). Columbus, OH: Merrill.
57. Turnbull, A. P., Turbiville, V., & Turnbull, H. R. (2000). Evolution of family-professional partnerships: Collective empowerment as the model for the early twenty-first century. In J. P. Shonkoff & S. J. Meisels (Eds.), Handbook of early childhood intervention (pp. 630-650). Cambridge, MA: Cambridge University Press.