Affiliation:
1. North Carolina A&T State University
2. University of Virginia
3. University of Central Florida
Abstract
In addition to the demographic disparities between educators and students, many preservice general and special education teachers report limited exposure to students from culturally and linguistically diverse (CLD) backgrounds and perceive themselves as ill prepared to address the learning needs of diverse populations of students with and without disabilities. This article provides a pragmatic illustration of how school leadership can build relationship-rich partnerships with families using the four fundamental high-impact family and community engagement strategies (relationships and trust, communication, culture and diversity, and collaboration and partnerships) identified by Hernandez (2020). Actionable steps and examples are offered for facilitating effective collaboration with culturally and linguistically diverse families and those of students with special needs to improve student learning outcomes.
Subject
Developmental and Educational Psychology,Education
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