Educators recognize that parental participation is a critical factor in the success of children within a school setting. This is particularly true for parents who have children with disabilities or who are from a culturally or linguistically diverse background. However, reaching out to these families can be a difficult task even for the most empathetic and concerned educator. And while communicating directly with individual parents about their children’s academic and social welfare provides some degree of effective engagement and communication between them and the school, the parents often remain isolated from the concerns and thoughts of other parents who are in similar situations. The Delphi process described in this article creates a collaborative workspace that moves parents from being a “watcher” of school policy or school-based decisions to a “developer” of school policy or school-based decisions. The article outlines and illustrates the steps in the process and further elaborates through an ongoing commentary depicting the creation and implementation of a Delphi with the goal of better engagement with parents.

教育工作者认识到父母的参与是孩子在学校环境中取得成功的关键因素。对于有残疾孩子或来自不同文化或语言背景的父母来说尤其如此。然而，即使对于最有同情心和最关心的教育工作者来说，接触这些家庭也可能是一项艰巨的任务。虽然直接与个别家长就孩子的学业和社会福利进行沟通，为他们与学校之间提供了某种程度的有效参与和沟通，但家长往往与处于类似情况的其他家长的担忧和想法隔绝。本文中描述的 Delphi 流程创建了一个协作工作区，将家长从学校政策或校本决策的“观察者”转变为学校政策或校本决策的“制定者”。文章概述并说明了该过程中的步骤，并通过持续的评论进一步阐述了 Delphi 的创建和实施，其目标是更好地与父母互动。