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Becoming a Great Inclusive Educator

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Edited By Scot Danforth

Inclusive education continues to grow in popularity and acceptance in the United States. However, most teachers – general and special educators – are poorly prepared to be successful in inclusive classrooms and schools. Undoubtedly, the challenge to professionals involves the acquisition of new knowledge and skills. But inclusion requires far more. It calls upon educators to trouble everything they think they know about disability, to question their deepest ethical commitments, to take up the work of the Disability Rights Movement in the public schools, and to leap headlong into the deepest waters of the rich craft tradition of inclusive teaching. This book offers educators the guidance and resources to become great inclusive educators by engaging in a powerful process of personal and professional transformation.
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Chapter 7: Partnerships with Parents and Families

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CHAPTER SEVEN

Partnerships with Parents and Families



Guiding Question

• How can you develop strong partnerships with parents and families?

Imagine you are the parent of a fifth grade boy or girl. The academic year at Big Hill Elementary School begins in one week. You receive the following letter or e-mail from the school principal.

Dear Big Hill parent:

Welcome to another exciting year at Big Hill School. We are excited that your child will be a Hilltopper!

We are pleased to partner with you in the education of your child. Research shows that when schools and families work together to support our students, they achieve higher academic standards, preparing them for success in college and career. When parents and families are fully involved, the children are the ones who win!

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