ABSTRACT
Each school must be responsible for developing a definition of parent/family that meets the demographic composition of the individual site. Being a parent, participating in a family and raising a healthy child are sometimes a daunting responsibility that can impact the connectedness of a parent/family to the school environment. Through the honest examination of assumptions, both incorrect and correct, school personnel can move beyond the closed, educator-based system of their school to an open system that involves parents/families in a strong and connected community of practice. Often, at the school level, the topic is not addressed in professional development due to the ambivalence felt by educators and administrators concerning parental involvement and that the term means something different to professionals with diverse educational foci. Parents/families of children with disabilities have different experiences than most and these must be considered because of the impact the disability has on the family unit.
