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Normal 0 false false false BS-LATN-BA X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman",serif; mso-ansi-language:EN-US;} A child’s education, both academic and social, is significantly improved through effective collaborations between families and schools.  For young children with disabilities, partnerships between families and schools are especially critical.  Increased family involvement in schools can lead to more positive long-term outcomes for students.  Despite the benefits of family-school collaboration, the literature has identified a variety of beliefs and behaviors that act as barriers preventing families from being actively involved in the special education process.  The barriers can be divided into four major categories: (a) parental knowledge and attitudes, (b) disparity between families and schools, (c) current family situations, and (d) logistical issues.  This article pr

Adressing the Barriers to Family-School Collaboration: A Brief Review of the Literature and Recommendations