In the realm of education, the vital link between families and professionals has often been hindered by barriers, leaving a gap that undermines student success. As the definition of "family" expands to include a wide spectrum of individuals influencing a child's learning journey, the traditional model of family engagement is proving inadequate. Despite federal mandates and research underscoring the importance of family involvement, systemic obstacles persist, disproportionately affecting culturally, linguistically, and economically diverse families. Moreover, the absence of a unified resource integrating disability, diversity, and technology compounds these challenges, leaving educators ill-equipped to foster equitable educational environments. Presenting a breakthrough solution, Millicent Musyoka's research book, Meaningful and Active Family Engagement: IEP, Transition and Technology Integration in Special Education, upends the status quo and redefines family engagement. Through this pioneering work, scholars and educators gain a comprehensive guide to navigating the complexities of inclusive education. Musyoka's expertise, spanning multilingualism, multicultural education, and special education, equips readers with strategies to bridge the gap between professionals and families. By spotlighting legislative foundations and proven theories, the book provides a roadmap to turn engagement into meaningful collaboration. Meaningful and Active Family Engagement: IEP, Transition, and Technology Integration in Special Education encompasses diverse topics, from engaging diverse families and those with disabilities, to integrating technology for effective communication. By delving into case studies, conflict resolution, and the benefits of diversity, Musyoka empowers readers to create inclusive educational environments. The book's innovation lies in its comprehensive approach, addressing disability, diversity, and technology as interconnected elements. Academics, educators, and service providers will find this resource transformative—a pivotal step toward achieving equity, social justice, and improved student outcomes.
Author Biography:
Millicent M. Musyoka, Ph.D., is an Associate Professor in the Deaf Studies & Deaf Education department at Lamar University. She has a Ph. D. in Deaf Education from Gallaudet University. Dr. Musyoka was a Deaf education leader in Kenya, where she worked as the lead curriculum specialist in Deaf education at the Kenya Institute of Education, Curriculum, and Research Center. Currently, she teaches in the graduate and doctoral programs in Deaf Education at Lamar University. Her research interests are in the early language and literacy development of deaf children, deaf with multiple disabilities, multicultural education, teacher training, and online learning and teaching. Guofeng Shen , MA, a doctorate student in the School of Special Education at the University of Northern Colorado. Her research interests include family-professional partnerships, culturally linguistically and economically diverse students and families, teacher education and preparation, and applied behavior analysis.
