Inviting Inclusive Family Engagement (Session 1D)
Main Topic: Family and Community Engagement
Session Type: Talk Story
This Talk Story seeks to share practical strategies that inclusive educators have used to bolster family engagement and interaction. It will feature stories of practice from ten educators in New Jersey. The purpose is to share strategies employed to ensure that family engagement creates a sense of school belonging, authentic inclusivity, and is culturally and linguistically respectful to a variety of family backgrounds. The ideas shared and facilitated during this Talk story will be co-created by practicing educators in a teacher education program at Stockton University.
- Ten strategies inclusive educators can use to enhance family engagement so that students from historically marginalizing identities (e.g., with an emphasis on disability, race, and culture) can flourish in the classroom.
- Process family engagement strategies across a variety of formats required to meet family needs in the midst of an ongoing pandemic, including in the digital learning environment, hybrid format, and face-to-face format.
Keywords: Family Engagement; Culturally and Linguistically Responsive Teaching; Inclusive Education; Family-School Partnerships
Dr. Chelsea Tracy-BronsonStockton University - Associate Professor
Chelsea P. Tracy-Bronson is an Associate Professor at Stockton University. Her research, teaching, and consulting center on creating and sustaining inclusive education in districts, schools, and classrooms. She has co-authored three books with Brookes Publishing Company about how to seamlessly provide inclusive education and inclusive related service provision entitled, The Educator’s Handbook for Inclusive School Practices, The Occupational Therapists Handbook for Effective Support in Inclusive Classrooms and The Speech and Language Pathologists Handbook for Effective Support in Inclusive Classrooms. Her research articles have been published in the Journal of Special Education Leadership, The International Journal of Whole Schooling, and Teachers College Record. She won three national awards at the American Educational Research Association for her dissertation research, including the Division A Administration Dissertation Award Honorable Mention, the Districts in Research and Reform SIG Outstanding Dissertation Award, and the Leadership for Social Justice SIG Dissertation Award.