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Inclusion is a journey for the whole community.

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Inclusion is a journey for the whole community.

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How do you overcome the barrier of those who want to tear down the system and start over? How do you address that?

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How do you overcome the barrier of those who want to tear down the system and start over? How do you address that?

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Equity in Family Engagement Conference March 25 and 26

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Equity in Family Engagement Conference March 25 and 26

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You are invited to learn from national and WA state experts on equitable family engagement practices in schools. This unique conference will bring the perspectives and expertise of those who work in the education field as well as from parents and community members who support school-family partnerships for student success.

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Embracing a New Normal: Toward a More Liberatory Approach to Family Engagement (2021) 

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Embracing a New Normal: Toward a More Liberatory Approach to Family Engagement (2021) 

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This report by Dr. Karen Mapp & Eyal Bergman, from the Carnegie Corporation, summarizes lessons learned from the COVID-19 pandemic. This includes the importance of family-school partnerships and the challenges that must be overcome to ensure equitable and trusting relationships. It also provides insight in how strong relationships between the schools, family and community lead to improved academic performance and overall well-being for children grades preK - 12.

Review the publication: Embracing a New Normal: Toward a More Liberatory Approach to Family Engagement

Watch the webinar: Better Together: Elevating Family-School Partnerships

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Embracing a New Normal: Toward a More Liberatory Approach to Family Engagement

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This report by Dr. Karen Mapp & Eyal Bergman, from the Carnegie Corporation, summarizes lessons learned from the COVID-19 pandemic. This includes the importance of family-school partnerships and the challenges that must be overcome to ensure equitable and trusting relationships.

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If we don't ever bring in the most marginalized into the center, is it even possible to change?

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If we don't ever bring in the most marginalized into the center, is it even possible to change?

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Where to start?

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How do I get on the balcony with others who are about the same things?

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How do I get on the balcony with others who are about the same things?

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We are the traffic! Traffic is not happening to us!

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We are the traffic! Traffic is not happening to us!

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“For we are leaders of inclusiveness and community, of love, equity, and justice.”― Judith Heumann, American disability rights activist.  

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“For we are leaders of inclusiveness and community, of love, equity, and justice.”― Judith Heumann, American disability rights activist.  

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"Relationships are built at the speed of trust, and social change happens at the speed of relationships." - Rev. Jennifer Bailey

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"Relationships are built at the speed of trust, and social change happens at the speed of relationships." - Rev. Jennifer Bailey

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How do we balance the academic/social/behavioral needs of all students? We need to remember that "one size fits all" is never the answer. 

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How do we balance the academic/social/behavioral needs of all students? We need to remember that "one size fits all" is never the answer. 

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One Out of Five: Disability History and Pride Project | Washington State Governor’s Office of the Education Ombuds

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This teaching resource has been updated as of September 2020 and includes new modifications for virtual instruction and elementary school classrooms, in addition to the original materials designed for middle and high school students.

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Practical strategies to help repair relationships that are off to a rocky start due to teacher transition, family reservations due to previous trauma, etc

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Deaf students perform the Star Spangled Banner. c. 1918. J. R. Schmidt, photographer. Library of Congress.

Disability History as Empowerment

Reform to Equal Rights traces evolving struggles across two centuries by people with disabilities for necessary resources for life and work, services, and political and civil rights. The curriculum emphasizes evidence-based student investigation of policy, culture, media, social change, and activism, always emphasizing the actions, experiences, and voices of people with disabilities. More than 200 primary sources support inquiry. The curriculum highlights opportunities throughout for students to participate in inclusive civic engagement projects. Lessons integrate with common content: reformers, impacts of wars, immigration, changing roles of government, social movements, and civic engagement.

Please share your input

Please tell us what works well and what needs to be improved about Reform to Equal Rights. Link to input form.

Get the latest updates

Sign up for the monthly History eNews at the bottom of the page, including news on Disability History Resources and Updates.

Email Rich Cairn rcairn <@> collaborative.org to learn more or to schedule professional development for your network.

Follow Emerging America Twitter and Facebook.

Acknowledgments

Thanks to project historian, Graham Warder, the Easterseals Massachusetts #TeachDisabilityHistory campaign group, and the rest of the project advisory committee. Emerging America is grateful to Laurie Block, Graham Warder, and other creators of the Disability History Museum.

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Reform to Equal Rights - Disability History Curriculum

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Reform to Equal Rights traces evolving struggles across two centuries by people with disabilities for necessary resources for life and work, services, and political and civil rights. The curriculum emphasizes evidence-based student investigation of policy, culture, media, social change, and activism, always emphasizing the actions, experiences, and voices of people with disabilities.

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Because you are here, we already know you want to make inclusive education a reality for all students with disabilities, including those with extensive support needs. We can help with evidence-based knowledge and resources designed for creating high-quality fully inclusive classrooms and schools.

You will find tools to help you learn about inclusive education, inspire others, and plan lessons that work for all students. We focus on moving students from less inclusive to more inclusive educational environments. The TIES Center Core Values drives all of our work.

What is inclusive education?

One in which each and every student is valued and fully supported as active and engaged participants in their school.

All students, including students with extensive support needs, are supported to succeed in making academic progress, building friendships, and engaging in extracurricular activities along with their grade-level peers.

Read more about how TIES approaches inclusive education

Who are the students with extensive needs?

Students with extensive support needs are students who require intensive and individualized instruction and substantial supports to access the curriculum.

These are most often students classified for special education services under the categories of autism, intellectual disability, multiple disabilities, and deaf-blindness.

Students with extensive support needs may include, but are not limited to, students with significant cognitive disabilities.

Why can you rely on the information you find on the TIES website?

TIES brings together recognized experts in inclusive education to provide evidence-based resources, tools, curricula, and reports so students with disabilities, including those with extensive support needs, can learn in classrooms with their non-disabled peers.

From 2017-2022, TIES was funded through a grant from the U.S. Department of Education, Office of Special Education Programs.

How can TIES help?

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TIES helps educators, parents, and administrators create and support inclusive school communities

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Because you are here, we already know you want to make inclusive education a reality for all students with disabilities, including those with extensive support needs. We can help with evidence-based knowledge and resources designed for creating high-quality fully inclusive classrooms and schools.

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Longing for tools to show community care providers that inclusion benefits all kids in care. Our kids are not just "more work" but bring more learning of empathy, acceptance, problem solving and love.

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Templates, Tools, Questionaires for IEP teams to use as we grow capacity for family engagement

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Templates, Tools, Questionaires for IEP teams to use as we grow capacity for family engagement

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How do we center student voice in this work?

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How do we center student voice in this work?

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How to bring in and engage hard to reach families.

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How to bring in and engage hard to reach families.

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Tribal Education Centers has SO MANY Resources

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Tribal Education Centers has SO MANY Resources

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How to create more inclusionary practices within the classroom and creating multiple ways for students, parents and community members to be involved. What is out in the community that I do not know about that is available to my students, families and classroom 

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How to create more inclusionary practices within the classroom and creating multiple ways for students, parents and community members to be involved. What is out in the community that I do not know about that is available to my students, families and classroom 

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The difficulties regarding developing class/school based family partnerships when staff are over-capacity. What do we take away to give them the space to do this work?

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The difficulties regarding developing class/school based family partnerships when staff are over-capacity. What do we take away to give them the space to do this work?

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Based on existing research and best practices, the Dual Capacity-Building Framework for Family-School Partnerships (Version 2) is designed to support the development of family engagement strategies, policies, and programs. It is not a blueprint for engagement initiatives, which must be designed to fit the particular contexts in which they are carried out. Instead, the Framework should be seen as a compass, laying out the goals and conditions necessary to chart a path toward effective family engagement efforts that are linked to student achievement and school improvement.
Suggested citation:
Mapp, K. L. & Bergman, E. (2019). Dual capacity-building framework for family-school partnerships (Version 2). Retrieved from: www.dualcapacity.org

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Based on existing research and best practices, the Dual Capacity-Building Framework for Family-School Partnerships (Version 2) is designed to support the development of family engagement strategies, policies, and programs. It is not a blueprint for engagement initiatives, which must be designed to fit the particular contexts in which they are carried out.

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Addressing widespread ableism at a systems/community level. 

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Addressing widespread ableism at a systems/community level. 

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Family Engagement (and this expectation) must be built into our system - valued as much as  "compliant" paperwork - but also taught and trained for all IEP members.

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Family Engagement (and this expectation) must be built into our system - valued as much as  "compliant" paperwork - but also taught and trained for all IEP members.

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Building community with hard to reach families. Building an authentic relationship that moves into trust.

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As a frontline teacher I build deep relationship over the one or two years I work with a family. But when they move on I have no trust that the positive relationship continues with the education system. It can not rely only on getting the "understanding" teacher.

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The complexity of the different community partner areas.

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The complexity of the different community partner areas.

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How does family engagement become part of the fabric of the system instead of feeling like another task on top of so many others?

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How does family engagement become part of the fabric of the system instead of feeling like another task on top of so many others?

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Viewing families as the experts of their child. 

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Viewing families as the experts of their child. 

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What is the data/study that shows the success rate of students and family to school relationships? I would love to keep and and share with coworkers

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What is the data/study that shows the success rate of students and family to school relationships? I would love to keep and and share with coworkers

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Forming connections and relationships is essential

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Forming connections and relationships is essential

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How important it is to include families in the education process and what an impact it has on their student's education and sense of belonging

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How to break down system barriers. As a parent who is trying to connect with other families I find it hard to get to other parents often having to try and connect trough teachers or administrators.

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I desire and seek to create real, authentic relationships with families. I see the value in those relationships as a whole, just curious how to do ALL of that in the time and space of a school day, there is always so much to do. I often want to spend more time connecting with families but have many other responsibilities that take up that time I would like to be spending creating the connections with families. 

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I desire and seek to create real, authentic relationships with families. I see the value in those relationships as a whole, just curious how to do ALL of that in the time and space of a school day, there is always so much to do. I often want to spend more time connecting with families but have many other responsibilities that take up that time I would like to be spending creating the connections with families. 

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The link between student success and family-school relationship 

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The link between student success and family-school relationship 

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Building connection is important from many different aspects

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Appreciate the quote paraphrased - we ask, ask, ask but don't listen to the answers.