Adressing the Barriers to Family-School Collaboration: A Brief Review of the Literature and Recommendations for Practice

Abstract

A child’s education, both academic and social, is significantly improved through effectivecollaborations between families and schools. For young children with disabilities, partnershipsbetween families and schools are especially critical. Increased family involvementin schools can lead to more positive long-term outcomes for students. Despite the benefitsof family-school collaboration, the literature has identified a variety of beliefs and behaviorsthat act as barriers preventing families from being actively involved in the special educationprocess. The barriers can be divided into four major categories: (a) parental knowledgeand attitudes, (b) disparity between families and schools, (c) current family situations, and(d) logistical issues. This article provides a brief overview of the barriers, as well as solutionsfor reducing these challenges.