Exploring the Family-Professional Partnerships of Parents of Children with Disabilities from Low-Resourced Backgrounds

Abstract Family-professional partnerships promote the personal, social, and academic growth of students with disabilities. However, systemic barriers can make such partnerships difficult for families from low-resourced backgrounds. Given the importance of family-professional partnerships, research is needed to explore partnerships among families from low-resourced backgrounds. In this study, we used the dimensions of the Sunshine Model (Haines et al., 2017) to examine family-professional partnerships among ten families of children with disabilities from low-resourced backgrounds. Specifically, we compared partnerships between families and special education teachers and families and general education teachers to the Family-Professional Partnership Scale (FPPS; Summers et al., 2005). Individual interviews were conducted with each participant in addition to the completion of the FPPS. Participants reported that special (versus general) education teachers treated families equally and had higher levels of professional competence to support students with disabilities. However, participants reported that general (versus special) education teachers had greater respect for the family’s values and beliefs. Implications for research and practice are discussed.