DISCUSIÓN Y APROBACIÓN GENERAL DEL PROYECTO

Bibliography

Babbie, E.R., & Mouton, J. (2001). The Practice of Social Research. Oxford University Press. Bowen, G.A. (2009). Document analysis as a qualitative research method. Qualitative Research

Journal, 9(2), 27-40.

Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson, V . (2005). Qualitative studies in special education. Exceptional Children, 71, 195-207

Bridgeland, J. M., Dilulio, J. J., & Morison K. B. (2006). The Silent Epidemic: Perspectives of

High School Dropouts. Retrieved 7/17/2017 from http://www.civicenterprises.net/pdfs/thesilentepidemic3-06.pdf

Bryk, A., Sebring, P., Allensworth, E., Luppescu, S., & Easton, J. (2010). Organizing Schools for Improvement: Lessons from Chicago. University of Chicago Press.

Burke, M. M. (2012). Examining family involvement in regular and special education: Lessons to be learned for both sides. International Review of Research in Developmental Disabilities, 43, 187-218.

Burke, M.M. (2017). Examining empowerment, family–school partnerships, and advocacy among rural and urban Latino families of children with disabilities. Rural Special Education Quarterly, 36(2), 56-63.

Callendar, S. & Hansen, A. (2005). Family-school partnerships: Information and approaches for education. National Association of School Psychologists Communique, 34(4), 25-28. Coffey, A. (2014). Analysing documents. In Flick, U. The SAGE handbook of qualitative data

analysis (pp. 367-379). London: SAGE Publications Ltd.

Commonwealth of Pennsylvania Department of Education. (2008). 14 PA Code, § 14, Special Education Services and Programs State Regulations.

Cox, D.D. (2005). Evidence-based interventions using home-school collaboration. School Psychology Quarterly, 20(4), 473-497.

Crandall, S. J. (1998). Using interviews as a needs assessment tool. Journal of Continuing Education in Health Professions, 18, 155-162.

Dabkowski, D.B. (2004). Encouraging active parent participation in IEP team meetings. Teaching Exceptional Children, 36(3), 34-39.

Epstein, J.L., Coates, L., Salinas, K.C., Sanders, M.G., & Simon, B.S. (2008). School, Family, and Community Partnerships: Your Handbook for Action. (3rd ed.) Thousand Oaks, CA: Corwin Press.

Erwin, E. J., Soodak, L. C., Winton, P. J., & Trunbull, A. (2001). “I wish it wouldn’t all depend on me”: Research on families and early childhood inclusion. In M. J. Guralnich (ed.), Early childhood inclusion: Focus on change (pp. 127-158). Baltimore, MD: Brookes.

Etscheidt, S. (2007) The excusal provisio of the IDEA 2004: Streamlining procedural compliance or prejudicing rights of students with disabilities? Preventing School Failure, 51(4), 3-18. Every Student Succeeds Act. (2015). Pub. L. No. 114-95 § 114 Stat. 1177 (2015-2016).

Fantuzzo, J., McWayne, C., Perry, M. A., & Childs, S. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, low- income children. School Psychology Review, 33(4), 467-480.

Fish, W. (2006). Perceptions of parents of students with autism towards the IEP meeting: A case study of one family support group chapter. Education-Indianapolis Then Chula Vista, 127(1), 56.

Fitzgerald, J. L., & Watkins, M. W. (2006). Parents’ rights in special education: The readability of procedural safeguards. Exceptional Children, 72(4), 497–510.

Geenan, S., Power, L.E., & Lopez-Vasquez, A. (2005). Barriers against and strategies for promoting the involvement of culturally diverse parents in school-based transition planning. The Journal for Vocational Special Needs Education, 27(3), 4-14.

Gonzales, Z.L. (2012). Mexican American parents of elementary students classified as emotionally disturbed: Perception of rights, roles, and actions (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. (Accession Order No. UMI: 3577691)

Griffin, C.L. (2016). Urban African-American parents’ lived experiences of the individualized education plan process: A phenomenology study (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. (Accession Order No. 10172971)

Harris, A.R. (2010). Parental and professional participation in the IEP process: A comparison of discourses. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. (Accession Order No. UMI: 3419873)

Hatch, A. (2002). Doing Qualitative Research in Education Settings. Albany, NY: State University of New York Press.

Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory.

Henderson, A., Mapp, K., Johnson, V., & Davies, D. (2007). Beyond the bake sale: The essential guide to family-school partnerships. New York: New Press.

Hill, N.E., Tyson, D.F. (2009). Parental involvement in middle school: A meta-analytic assessment of strategies that promote achievement. Developmental Psychology, 45(3), 740–763. Hodges, T. L. (2013). Survey of the effectiveness of Epstein's model of family engagement with

special needs parents (Dcotoral Dissertation). Retrieved from Pro-Quest Dissertations & Theses. (Accession Order No. UMI: 1399993762)

Hoover-Dempsey, K., Walker, J., Sandler, H., Whetsel, D., Green, C., Wilkins, A., & Closson, K. (2005). Why do parents become involved? Research findings and implications. The Elementary School Journal, 106(2), 105–130.

IES National Center for Educational Statistics. (2007). Urban Education in America. Retrieved November 17, 2017 from http://nces.ed. gov/surveys/urbaned

Individuals with Disabilities in Education Act. (2004). 20 U.S.C. §§ 1414 Evaluations, eligibility determinations, individualized evaluation programs, and educational placements.

Jessop, K. L. (2018). Parental perceptions of preparation and readiness for meaningful engagement in the initial IEP meeting: The case of mid-town school district. (Doctoral Dissertation) Retrieved from ProQuest Dissertations & Theses Global. (Order No. 10817642).

Jung, A.W. (2011) Individualized Education Programs (IEPs) and barriers for parents from culturally and linguistically diverse backgrounds. Multicultural Education, 18(3), 21-28. Landmark, L. J., Roberts, E. L., & Zhang, D. (2013). Educators’ Beliefs and Practices About Parent

Involvement in Transition Planning. Career Development and Transition for Exceptional Individuals, 36(2), 114–123.

Lo, L. (2014). Readability of Individualized Education Programs, preventing school failure. Alternative Education for Children and Youth, 58(2), 96-102.

Kim, Y. (2009). Minority parental involvement and school barriers: Move the focus away from deficiencies of parents. Educational Research Review, 4, 80-102.

Mandic C. G., Rudd R., Hehir T., & Acevedo-Garcia D. (2012). Readability of special education procedural safeguards. The Journal of Special Education, 45, 195–201.

Mapp, K. (2012, June 21). The Role of Family-School Partnerships in Children's Learning and Development [PowerPoint]. In EdWeek Webinar Series: Engaging Parents and Schools in Student Learning. Retrieved July 7, 2016 from http://www.edweek.org/media/2012-06- 21parentengagementfinal.pdf

Mapp, K., & Kuttner, P. (2013). Partners in Education: A Dual Capacity-Building Framework. Retrieved June 16, 2016, from U.S. Department of Education:

Martin, J., Marshall, L. H., & Sale, P. (2004) A 3-year study of middle, junior high, and high school IEP meetings. Exceptional Children, 70(3), 285-297.

Mayes, R.D., & Moore, J.L. (2016). Adversity and pitfalls of twice-exceptional learners. Journal of Advanced Academics 27(3), 167-189.

McDonnall, M. C., Cavenaugh, B. S., & Giesen, J. M., (2010). The relationship between parental involvement and mathematics achievement for students with visual impairments. The Journal of Special Education, 45(4), 204-215.

Milner, H. R. (2012). But what is urban education? Urban Education, 47(3), 556–561.

Moody, A.K. (2010). Empowering families to be collaborative participants in IEP meetings. Childhood Education, 87(2), 129-133.

Munn-Joseph, M.S., & Gavin-Evans, K. (2008). Urban parents of children with special needs: Advocating for their children through social networks. Urban Education, 43(3), 378-393. Newman L. (2005). Family involvement in the educational development of youth with disabilities.

Menlo Park, CA: SRI International.

Papay, C., & Bambara, L. M. (2014). Best practices in transition to adult life for youth with intellectual disabilities. Career Development and Transition for Exceptional Individuals, 37, 136–148.

Parette, H.P, & Petch-Hogan, B. (2000) Approaching families: Facilitating culturally/linguistically diverse family involvement. Teaching Exceptional Children, 33(2), 4-10.

Patton, M.Q. (2002). Two decades of developments in qualitative inquiry: A personal, experiential perspective. Qualitative Social Work, 1(3), 261-283.

Ritchey, K.F. (2006) Initiating and engaging partnerships using the individualized education program (IEP) process (Unpublished doctoral dissertation). Wilmington College, Wilmington, OH.

Rueda, R., Monzo, L., Shapiro, J., Gomez, J., & Blacher, J. (2005). Cultural models of transition: Latina mothers of young adults with developmental disabilities. Exceptional Children, 71, 401-414.

Shields, W.C., Omaki, E., McDonald, E., Rosenberg, R., Aitken, M., Stevens, M.W., & Cielen, A.C. (2018). Cell phone and computer use among parents visiting an urban pediatric emergency department. Pediatric Emergency Care, 34(12), 878-882.

Sheldon, S. B., & Epstein, J. L. (2005). Involvement counts: Family and community partnerships and mathematics achievement. The Journal of Longitudinal Research. 98(4), 196-206. Smith, S.W. (2001) “Involving Parents in the IEP Process: ERIC Digest E611.” Retrieved on

Soodak, E. C., & Erwin, E. J. (2000). Valued member or tolerated participant: Parents’ experiences in inclusive early childhood settings. The Journal of the Association for Persons with Severe Handicaps, 25, 29-44.

Sweet-Lazos, H.A. (2012). Exploring parental involvement in culturally diverse low socioeconomic special education elementary school settings (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. (Accession Order No. UMI: 3532361) Tucker, V., & Schwartz, I. (2013) Parents’ perspectives of collaboration with school professionals: Barriers and facilitators to successful partnerships in planning for students with ASD. School Mental Health, 5, 3-14.

Turnbull A., Turnbull R., Erwin E.J., Soodak L.C., & Shogren K.A. (2011). Families, professionals, and exceptionality: Positive outcomes through partnership and trust. Boston, MA: Pearson.

Turner, D. (2010). Qualitative interview design: A practical guide for novice investigators. The Qualitative Report, 15(3), 754-760.

Tveit, A.D. (2009). A parental voice: Parents as equal and dependent – Rhetoric about parents, teachers, and their conversations. Educational Review, 61, 289-300

Vakalahi, H.F. (2001). Adolescent substance use and family-based risk and protective factors: A literature review. Journal of Drug Education, 31, 29–46.

White, N. (2004) When special education and general education untied, everyone benefits. WestEd R&D Alert, 6(1), 1-9.

Williams-Diehm, K.L., Brandes, J.A., Chesnut, P.W., & Haring, K.A. (2014). Student and parent IEP collaboration: A comparison across school settings. Rural Special Education Quarterly, 33(1), 3-11.

Woods, A.D., Morrison, F.J., & Palinscar, A.S. (2018). Perceptions of communication practices among stakeholders in special education. Journal of Emotional and Behavioral Disorders, 26(4), 209-224.