An Intersectional Approach to Forming Meaningful Family Partnerships

Abstract

Family partnerships are critical to supporting the learning and development of young children, including those with disabilities. However, systemic inequities create barriers for families to meaningfully engage in the special education process, especially for those from nondominant backgrounds. The family systems theory (FST) is a framework used to understand the dynamic nature of a family system by understanding an individual with a disability as interrelated to the rest of the family unit. The author offers a reconceptualization of the framework by embedding intersectionality within family inputs to honor families' multiple, overlapping identities. Funds of knowledge, culturally responsive teaching and reflective practice are offered as tools to strengthen understanding and responsiveness to children and families with intersectional identities.