In this introduction to the special issue, we provide a brief discussion of (a) challenges gleaned from the literature on school–parent collaboration and (b) our rationale for including and highlighting research that centralizes parents and that varies in researcher positionalities and methods. The studies in this special issue illuminate the complexities of parent–school partnerships and provide practical recommendations to facilitate stronger school–family relationships to support students with learning disabilities.
- parent involvement
- school and home relationships
ASJC Scopus subject areas
- Health Professions(all)
- Behavioral Neuroscience