ABSTRACT
An often misrepresented and misunderstood, yet most important, member of multidisciplinary teams in educational settings is that of the child’s family. Even though parental involvement with children’s schooling has often been associated with better attendance, higher achievement test scores, and stronger cognitive skills, family members in many educational settings are still viewed as part of the child’s problem, and not necessarily as part of the solution. In fact, enlisting the aid of family members is a central component to understanding and effecting desired change, and with proper guidance and support, most would respond well to cognitive-behavioral interventions and management of their child’s presenting problems. When education systems are able to shift their views of families to that of being central resources in the resolution of their children’s problems, family members will have an opportunity to better understand and become responsible partners in the remediation of problem behaviors. It also positions families to be perceived as an enhancement and not a burden to a system that is often overtaxed in its own right.
