For many students, having a coordinated plan that is consistent between school and home not only enhances academic learning, but has positive behavioral ramifications as well. Finally, informed families are sometimes able to work with practitioners and other school professionals to access needed services that would not be accessible without a coordinated effort. The advocate role of the informed family can often be the differentiating factor that allows a student to benefit from an appropriate program. 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.