This is not to say that every family has input that is immediately meaningful with regard to a student's program, nor is it to say that all schools, practitioners, and professionals welcome family involvement. What we are saying is that when families are educated as to the educational needs of their children, and as schools are willing to productively work with families, the student's educational experience can be greatly improved. Schools can never have the vested interest in a student's long-term achievement that families do. Likewise, families alone do not have the ability or the expertise to deliver an educational program that can really make a difference in the life of a student with a disability. By communicating clearly and thoroughly, true family-school partnerships that work very well can be established.
Introduction Begin with the end in mind.
Fit programs to students, not students to programs. Organizational culture and structure count. The practitioner's role is pivotal. Multidisciplinary instruction is extraordinarily difficult, but well worth the effort. Meaningfully involved families are assets, not liabilities.