Collaboration Between Caregivers and Educators: Thoughtful Relationships That Lead to Joyful Learning

Introduction

Collaboration is essential for robust family engagement in schools and to ensure all stakeholders experience joyful learning. Taking on the notion of joyful learning, Erwin et al. (2021) explained that such a concept involves individuals being actively engaged in the learning process. The authors of this chapter propose that engagement through collaboration is the essential building block for thoughtful relationships. Hence, students, educators, and families must be presented with opportunities that evoke joyful learning. When considering joyful learning for students, Zosh et al. (2018) explained that educators must engage students in a developmentally appropriate manner. Some examples of developmentally appropriate activities include play-based learning for early learners (Pursi & Lipponen, 2018; Pyles & Daniel, 2017) or hands-on learning for older students while using a variety of manipulatives for literacy and numeracy skill development (Tomlinson, 2014). As educators observe students having fun during instruction, they also observe an increase in students' excitement and motivation to learn. Given that all stakeholders are critical to the functioning of schools and students' successes (Nappi, 2014), families' engagement in evidence-based activities is critical for them also to experience joyful learning (Stober & Drake, 2006).

Equally important, robust collaboration among all stakeholders within a child's education can enhance joyful learning. According to Charania (2021), one lesson learned from the recent COVID-19 global pandemic was the importance of home-school partnerships related to the educational progress of students with disabilities. Rached et al. (2020) explained that there are some challenges to home-school collaboration. For example, it was noted that while family engagement in the school community improved students' academic achievement (Rached et al., 2020), some parents reported not being included in the Individual Education Program (IEP) process for their children (Ilik & Er, 2019). As collaboration between school and home and vice versa are essential, there is a great need to: 1) include families in their child's education, 2) foster solid home-school collaboration, and 3) identify and develop opportunities for students, educators, and families to experience joyful learning.

Despite the notion that language relating to collaboration is included in the Individuals with Disabilities Educational Act (IDEA), there is little evidence that collaboration is occurring with fidelity in schools (Hernandez, 2013; Ozturk, 2017). School leaders must, therefore, play a central role in enacting IDEA's guidance, including enhancing family engagement by developing a robust school-home collaboration in their schools. Otherwise, if parents of students with disabilities are not involved in their children's education, unfortunate consequences could occur. As a result, some students with disabilities might receive inappropriate educational programs, services, and support (Nespor & Hicks, 2010). Furthermore, to ensure students with disabilities are appropriately supported, collaboration among all stakeholders is important.

In considering the significance of collaboration, the authors of this chapter remain hopeful that school leaders and teachers can: 1) work collaboratively to develop systems to strengthen family engagement in schools; 2) leverage families' input in decision-making; and 3) develop a culture where all stakeholders (students, educators, and families) can experience joyful learning. Additionally, this chapter's targeted audience is educational practitioners who instruct students with disabilities in grades P-12. The authors also hope that targeting such a population can lead to a school-wide culture where everyone has opportunities to experience joyful learning.