VIDBE-Q Volume 66 Issue 4
creating home and school collaborations to involve families, as well as the benefits
of these collaborations.
Literature
There is a growing body of literature on the benefits and challenges of home
and school collaborations. Much of this research has focused on general education
and students with specific disabilities. The following two studies provide a brief
glimpse into some of the current research being done to support home and school
partnerships.
A pilot study explored the school involvement experiences of 25 fathers of
children with deafblindness (Pancsofar et al., 2020). Pancsofar and colleagues
identified that fathers were less inclined to be involved in informal school activities
and communication, than formal discussions with school personnel. The results
indicated that fathers lack of engagement was due to lack of time, lack of
knowledge about how to volunteer at school or support their child with school, as
well as decreased knowledge of how to communicate with their child. The authors
analysis indicated that fathers of children with deafblindness that were more
involved with school had "more time, energy, and resources" (Pancsofar et al.,
2020, p. 11).
Josilowski (2019) conducted qualitative research with teachers of students
with Autism and identified benefits for students and families, while also
