Towards More Inclusive Schools: An Application of Hospitality in Parental Involvement

Parental involvement is a key factor in student success, yet schools struggle with effectively engaging diverse families in the education of school-age students. This article proposes a model of hospitality as a flexible framework for parental engagement. In this model, schools build safe and trusting environments by attending to physical, spiritual, emotional, and intellectual spaces for parent involvement, integrating inclusion and embrace of differences. The author examines literature on the historical and theological concepts of Christian hospitality—primarily Maslow’s hierarchy of needs, Volf’s theory of exclusion and embrace, and Pohl’s reminder of hospitality as a Christian tradition—and explains how practicing hospitality may bridge gaps in concept and understanding while addressing ideas of inclusion necessary for effective parental involvement. These frameworks challenge the employment of common perceptions and practices used to involve diverse parents and offer more effective and flexible alternatives for educators. This is a reprint of a piece originally published in Volume 11 issue 1 (2016) of the ICCTEJ

Towards More Inclusive Schools: An Application of Hospitality in Parental Involvement

Parental involvement is a key factor in student success, yet schools struggle with effectively engaging diverse families in the education of school-age students. This article proposes a model of hospitality as a flexible framework for parental engagement. In this model, schools build safe and trusting environments by attending to physical, spiritual, emotional, and intellectual spaces for parent involvement, integrating inclusion and embrace of differences. The author examines literature on the historical and theological concepts of Christian hospitality—primarily Maslow’s hierarchy of needs, Volf’s theory of exclusion and embrace, and Pohl’s reminder of hospitality as a Christian tradition—and explains how practicing hospitality may bridge gaps in concept and understanding while addressing ideas of inclusion necessary for effective parental involvement. These frameworks challenge the employment of common perceptions and practices used to involve diverse parents and offer more effective and flexible alternatives for educators

The Role of Online Social Support in Supporting and Educating Parents of Young Children With Special Health Care Needs in the United States: A Scoping Review

Background: When parents of young children with special health care needs (CSHCN) receive their child’s diagnosis, they encounter information they may not understand, emotions they may not know how to cope with, and questions about their child’s immediate and long-term future that frequently lack answers. The challenge of health care providers is how to prepare parents for caring for their CSHCN, for coping with any resulting challenges, and for accessing the systems and services that can assist them. Objective: The purpose of this work was to review evidence of the information and support needs of parents of young CSHCN and to determine whether online social support can serve as an avenue for learning and empowerment for these parents. Methods: A scoping review identified the challenges, coping mechanisms, and support needs among parents of CSHCN, and the reach and effectiveness of digital technologies with these families and health care providers. We also conducted interviews with professionals serving parents of CSHCN. Results: The literature review and interviews suggested that parents best learn the information they need, and cope with the emotional challenges of raising a CSHCN, with support from other parents of CSHCN, and that young parents in recent years have most often been finding this parent-to-parent support through digital media, particularly social media, consistent with the theory of online social support. Evidence also shows that social media, particularly Facebook, is used by nearly all women aged 18-29 years across racial and socioeconomic lines in the United States. Conclusions: Parents of young CSHCN experience significant stress but gain understanding, receive support, and develop the ability to care for and be advocates for their child through parent-to-parent emotional and informational social support. Online social support is most effective with young adults of childbearing age, with social media and apps being the most useful within the theoretical framework of social support. This opens new opportunities to effectively educate and support parents of young CSHCN. Providers seeking to inform, educate, and support families of CSHCN should develop strategies to help parents find and use social support through digital resources to facilitate their emotional adjustment and practical abilities to care for and access services for their child. [J Med Internet Res 2016;18(12):e333

Share with care: negotiating children’s health and safety in sharenting practices.

Sharenting – a new term emerged over the past 10 years – refers to the practice of sharing textual and audiovisual contents concerning children online by their parents or guardians, potentially impacting the construction of children’s digital identity before they can reach the age of consent. Based on a passive virtual ethnography carried out comparatively in Italian-speaking and English-speaking virtual communities focusing on children’s wellbeing and health, this paper offers an empirical contribution to the study of sharenting. While contributing to the wider debates on the practices and discourses about sharing in digital media, this paper provides an analysis of how online and offline parenting cultures affect sharenting practices; how the consequences of sharenting are addressed in online communities; and how the privacy vs openness tension about sharing contents is negotiated by parents with regards to their own and children needs even in terms of digital security

Improving Education Outcomes for African American Youth- Issues for Consideration and Discussion

For far too long, the academic achievement levels of African American students have been lower than average, despite an abundance of research on the topic and examples of best practices in communities across the nation. This memorandum was developed to advance the critical mission of the President's Advisory Commission on Educational Excellence for African Americans

Making Immigrant Rights Real

This is an overview of Ireland's changed migration landscape, followed by a description of The One Foundation's (OF) thinking on measures to effect change in response to a growing immigrant population, and the investments made to achieve its goal -- to make immigrant rights real in Ireland. A case study of an investment in the Migrant Rights Centre Ireland (MRCI) follows to provide a deeper understanding of some advocacy approaches taken, their impact, and lessons learned

Meeting the Needs of Pregnant and Parenting Adolescents through Home Visiting

Pregnant and parenting adolescents* face the dual challenge of raising a child while navigating their own path to adulthood. Many encounter barriers related to child care, housing, and health care that can limit their job and educational opportunities. Some experience judgment and bias at home and in the community. Despite these setbacks, some adolescents view parenthood as a positive life event that bolsters their sense of responsibility and stability.** Many home visiting models support first-time parents or parents with complex needs. The Maternal, Infant, and Early Childhood Home Visiting Program identifies women under 21 as a priority service group. More can be done, however, to offer age-appropriate, engaging, and respectful home visiting services for adolescents.This Innovation Roundup Brief highlights home visiting models, affiliates, and initiatives serving young parents' needs:Teen Parent Connection: A Healthy Families America AffiliateFamily SpiritNurse-Family PartnershipShow Me Strong Families (SMSF): A Parents as Teachers InitiativeIt concludes with key service delivery features for consideration by other programs

Mothers\u27 Lived Experience of Parenting an Infant/Young Child with Special Needs in a Rural Context

Parenting an infant with special needs requires performing extra care giving duties and mothers living in rural communities face additional challenges obtaining health and social support services. A hermeneutic phenomenological approach was used to explore the lived experience of parenting young children with special needs from rural mothers’ perspectives. Semi-structured interviews were conducted with a sample of 7 mothers. Findings revealed an overarching theme entitled Getting Through It and 6 subthemes: Experiencing the Unexpected; Overcoming the Challenges to Mothering; Unconditional Commitment to Child; The Lived Human Relation as Powerful; Being a Care Co-ordinator; and Being Transformed. Mothers of infants with special needs face unique challenges including long commutes, accessing reliable information about funding and respite services and limited social networking opportunities. The findings can inform nurses, researchers and policy makers developing strategies to mitigate these challenges and better support mothers who have children with special needs in rural communities

Digital Platform Uses for Help and Support Seeking of Parents With Children Affected by Disabilities: Scoping Review

Background: Receiving a diagnosis that leads to severe disability in childhood can cause a traumatic experience with long-lasting emotional stress for patients and family members. In recent decades, emerging digital technologies have transformed how patients or caregivers of persons with disabilities manage their health conditions. As a result, information (eg, on treatment and resources) has become widely available to patients and their families. Parents and other caregivers can use digital platforms such as websites or social media to derive social support, usually from other patients and caregivers who share their lived experiences, challenges, and successes on these platforms. However, gaps remain in our understanding of platforms that are most frequently used or preferred among parents and caregivers of children with disabilities. In particular, it is not clear what factors primarily drive or discourage engagement with these digital tools and what the main ethical considerations are in relation to these tools. Objective: We aimed to (1) identify prominent digital platforms used by parents or caregivers of children with disabilities; (2) explore the theoretical contexts and reasons for digital platform use, as well as the experiences made with using these platforms reported in the included studies; and (3) identify any privacy and ethical concerns emerging in the available literature in relation to the use of these platforms. Methods: We conducted a scoping review of 5 academic databases of English-language articles published within the last 10 years for diseases with childhood onset disability and self-help or parent/caregiver-led digital platforms. Results: We identified 17 papers in which digital platforms used by parents of affected children predominantly included social media elements but also search engines, health-related apps, and medical websites. Information retrieval and social support were the main reasons for their utilization. Nearly all studies were exploratory and applied either quantitative, qualitative, or mixed methods. The main ethical concerns for digital platform users included hampered access due to language barriers, privacy issues, and perceived suboptimal advice (eg, due to missing empathy of medical professionals). Older and non–college-educated individuals and ethnic minorities appeared less likely to access information online. Conclusions: This review showed that limited scientifically sound knowledge exists on digital platform use and needs in the context of disabling conditions in children, as the evidence consists mostly of exploratory studies. We could highlight that affected families seek information and support from digital platforms, as health care systems seem to be insufficient for satisfying knowledge and support needs through traditional channels

Human Development and Human Rights: South African Country Study

human development, human rights