Martha Blue-Banning

TL;DR: In this paper, focus groups were conducted with adult family members of children with and without disabilities and service providers and administrators to identify indicators of professional behavior facilitative of collaborative partnerships, including commitment, commitment, equality, skills, trust, and respect.

TL;DR: The fundamental premise of Mahoney et al. (in this issue) that parent education can be philosophically compatible with family-centered approaches is strongly agreed.

TL;DR: In this article, the authors examine the experiences of students with and without disabilities being educated in inclusive schools, documenting their perceptions of the culture of their school, and examine their experiences of the curriculum.

TL;DR: In this paper, the authors report the results of a synthesis of two original studies: one study examined the perspectives of family members and another study that examined the perspective of community partners in developing partnerships with school staff at six inclusive knowledge development sites located in five geographic regions within the United States.

TL;DR: This paper conducted focus groups with community partners of five schools to understand how the culture of including all students and providing all students with an excellent education profoundly influenced how they perceived disability and how they used their new knowledge in other settings.