**9. Parent partnership**

A family-centered approach is a necessary component of a successful parentprofessional partnership. The importance of involving parents as partners in their children's educational journey cannot be overestimated [32]. An effective partnership between home and educational settings benefits children, families, and programs to achieve positive academic and developmental outcomes for young children, their families, and communities. EC program leaders must understand the barriers that keep parents from being effectively involved in their child's education

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*Quality Inclusion of Young Children with Disabilities: Taking a Stance to Support Early…*

and develop multiple avenues to work together so that everyone benefits and feels valued [33]. Quality family partnership is more crucial for children with disabilities, as parents of children with disabilities are a vital partner in the team to facilitate their child's learning, advocate for their child's unique needs, and communicate information that may benefit their child's learning [34]. The EC leaders need to build upon the strengths of families and support the efforts of parents to become more involved in their children's learning and make sure that as a program, they:

• Involve parents in setting goals for their child's learning program during the

• Recognize that parents care very much about their children's learning and

• Recognize parents as critical contributors to their child's learning experiences.

• When planning learning activities for children, include parents' resources and

• Find ways to know more about parents and the family by collecting information from parents (e.g., home visits, interviews, phone calls, and contributions to the child's portfolio). This information can be used to develop the child's

• Keep parents informed about the educational status of their child by sharing information about how children learn and child development as it relates to the

• Communicate regularly with parents through print materials, phone calls, home visits, informal parent gatherings, and parent education workshops.

• Appreciate and respect family values which may be different from their own.

• Maintain a warm, friendly, open, and responsive program climate that encour-

• Provide opportunities for parents to interact with other parents and program personnel (e.g., family rooms, parent discussion, and support groups).

The unique cultural, ethnic, and language aspects of each community and its rural or urban nature offer both opportunities and challenges for establishing responsive community partnerships in EC education [35]. Effective community partnerships establish mutually beneficial relationships for children, families, communities, and EC programs. Within community partnership, the EC program functions as a support center for the network of agencies and institutions committed to meeting community needs and expanding learning opportunities for all community

• Use problem-solving strategies when conflicts arise with parents.

ages parents to spend time there and feel belonged.

• Value parents' opinions, concerns, ideas, and visions.

*DOI: http://dx.doi.org/10.5772/intechopen.96511*

IEP/IFSP meetings.

learning experience.

classroom setting.

**10. Community partnership**

development.

talents.

### *Quality Inclusion of Young Children with Disabilities: Taking a Stance to Support Early… DOI: http://dx.doi.org/10.5772/intechopen.96511*

and develop multiple avenues to work together so that everyone benefits and feels valued [33]. Quality family partnership is more crucial for children with disabilities, as parents of children with disabilities are a vital partner in the team to facilitate their child's learning, advocate for their child's unique needs, and communicate information that may benefit their child's learning [34]. The EC leaders need to build upon the strengths of families and support the efforts of parents to become more involved in their children's learning and make sure that as a program, they:

