The following articles may be used for this course:

Black, M.E., & Therrien, W.J. (2018). Parent training programs for school-age children with autism: A systematic review. Remedial and Special Education, 39(4), 243-256. https://doi.org/10.1177/0741932517730645

Brandon, R.R., Higgins, K., Pierce, T., Tandy, R., & Sileo, N. (2009). An exploration of the alienation experienced by African American parents from their children’s educational environment. Remedial and Special Education, 31(3), 208-222. https://doi.org/10.1177/0741932509338350

Bruder, M.B. (2010). Early childhood intervention: A promise to children and families for their future. Exceptional Children, 76(3), 339-355. https://doi.org/10.1177/001440291007600306

Burke, M.M., Rios, K., & Lee C.E. (2019). Exploring the special education advocacy process according to families and advocates. Journal of Special Education, 53(3), 131-141. https://doi.org/10.1177/0022466918810204

DeGaetano, Y. (2007). The role of culture in engaging Latino parents’ involvement in school. Urban Education, 42(2), 145-162. https://doi.org/10.1177/0042085906296536

Fagan, M.K. (2022). Children’s access to books, libraries, and storybook reading: Survey of mothers at family homeless shelter. Urban Education. https://doi.org/10.1177/00420859211073901

Goldin, S., Khasnabis, D., & O’Connor, & Hearn, K. (2021). Tangling with race and racism in teacher education: Designs to counter story-based parent teacher conferences. Urban Education, 56(9), 1399-1428. https://doi.org/10.1177/0042085919894042

Harry, B. (2008). Collaboration with culturally and linguistically diverse families: Ideal versus reality. Exceptional Children, 74(3), 372-388. https://doi.org/10.1177/001440290807400306

Kyzar, K., Brady, S., & Summers, J.A. (2020). Family quality of life and partnership for families of students with deaf-blindness. Remedial and Special Education, 41(1), 50-62. https://doi.org/10.1177/0741932518781946

Luo, R., Tamis-Lemonda, C.S., & Mendelsohn, A.L. (2019). Children’s literacy experiences in low-income families: The content of the book matters. Reading Research Quarterly, 55(2), 213-233. https://doi.org/10.1002/rrq.263

Rispoli, K.M., Hawley, L., & Clinton, M.C. (2018). Family background and parent-school interactions in parent involvement for at-risk preschool children with disabilities. Journal of Special Education, 52(1), 39-49. https://doi.org/10.1177/0022466918757199

Santana, M., Nussbaum, M., Claro, S., & Piza, S. (2021). Let’s spend time together: Text messaging parents to help math-anxious students. Journal for Research in Mathematics Education, 52(2), 189-212. https://doi.org/10,5951/jresematheduc-202-0272

vanBergen, E., vanZuijen, T., Bishop, D. & deJong, P.F. (2016). Why are home literacy environment and children’s reading skills associated? What parental skills reveal. Reading Research Quarterly, 52(2) 147-160. https://doi.org/10.1002/rrq.160

Vazquez, S.R., Ermeling, B.A., & Ramirez, G. (2020). Parental beliefs on the efficacy of productive struggle and their relation to homework-helping behavior. Journal for Research in Mathematics Education, 51(2), 179-203. https://doi.org/10/5951/jresematheduc-2020-0019