ABSTRACT

Over the past 30 years, through multiple reauthorizations, both the Every Student Succeeds Act, and the Individuals with Disabilities Education Act, lawmakers and researchers have consistently acknowledged the importance of fostering family-professional partnerships in schools. Yet research continues to document a number of challenges and obstacles experienced by families and professionals with actualizing this intended partnership through both special meetings (i.e., Individualized Education Programs) and ongoing consultation interactions, as originally envisioned by lawmakers. Much of this divergence between policy, research, and practice is attributed to the historical challenges experienced between professionals and families with forming and maintaining trust. In celebration of the Journal of Educational and Psychological Consultation’s 30^th anniversary, this paper provides discussion of the legal implications of the family-professional partnership, historical documented challenges that lead to a lack of trust in these partnerships, the importance of developing and maintaining a trusting family-professional partnership in special education consultation, and recommendations for future family/parent consultation practice, research, and policy.

摘要

在过去的30年中，立法者和研究人员通过多次重新授权，包括《每个学生成功法案》和《残疾人教育法案》，一贯承认在学校中建立家庭与专业伙伴关系的重要性。然而，研究继续记录了家庭和专业人士在通过立法会议最初设想的特别会议（即个性化教育计划）和持续的咨询互动来实现这种预期的伙伴关系时遇到的许多挑战和障碍。政策，研究和实践之间的这种差异在很大程度上是由于专业人员和家庭之间在建立和保持信任方面经历的历史挑战。庆祝教育与心理咨询杂志30^届周年之际，本文提供了系列专业的合作伙伴关系的法律问题的讨论，导致在这些伙伴关系缺乏信任，发展和维护特殊教育协商信任家庭专业伙伴关系的重要性历史记录挑战，有关未来家庭/父母咨询实践，研究和政策的建议。