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One Plus One Is More Than Two: Empowering Families of Minoritized, Young, Twice-Exceptional Dual Language Learners

The early concepts of giftedness are rooted in racism through a very narrowly defined vision of intelligence focusing on White affluent men of European descent (DuBois & Greene, 2021). Minoritized...

Journal Name:

TEACHING Exceptional Children

Publish date:

11/24/2023

Engaging Caregivers of Students With Disabilities in Home Math Activities

Mathematical success for all children is an important national goal in the United States (National Math Advisory Panel, 2008). It is essential for educators and caregivers, such as parents...

Journal Name:

TEACHING Exceptional Children

Publish date:

06/12/2024

The EASE Process: Increasing Educator Reflexivity to Foster Family-Educator Collaboration

Family-educator collaboration results in enhanced outcomes among educators, families, and, most importantly, students with disabilities. Collaboration of this nature, however, does not always occur...

Journal Name:

TEACHING Exceptional Children

Publish date:

06/27/2023

Making Meaningful Connections: Facilitating Schoolwide Family Engagement With Culturally Diverse Families

The importance of strong family partnerships has long been considered essential to supporting the success of student with exceptionalities. Research indicates that building school-wide relationships...

Journal Name:

TEACHING Exceptional Children

Publish date:

07/04/2023

Family Engagement: Developing Relationship-Rich Partnerships With Culturally and Linguistically Diverse Families to Improve Students’ Long-Term Life Outcomes

In addition to the demographic disparities between educators and students, many preservice general and special education teachers report limited exposure to students from culturally and linguistically...

Journal Name:

TEACHING Exceptional Children

Publish date:

07/02/2023

Family Engagement: Developing Relationship-Rich Partnerships With Culturally and Linguistically Diverse Families to Improve Students’ Long-Term Life Outcomes

Journal Name:

TEACHING Exceptional Children

Publish date:

07/02/2023

Cultural Considerations for Building Equitable and Trusting Relationships (BETR) With All Families

Research has shown the importance of family-school collaboration in promoting positive student outcomes, but also the lack of satisfaction and trust on the part of both teachers and family members...

Journal Name:

TEACHING Exceptional Children

Publish date:

03/29/2023

Using Community and Home Supports to Increase Student Achievement and Family Engagement Among Families of Color

Family engagement is pivotal to student development and academic achievement, particularly for students of color with disabilities and those from historically underserved culturally and linguistically...

Journal Name:

TEACHING Exceptional Children

Publish date:

06/10/2024

Cultural Self-Awareness: An Initial Step in Home-School Partnerships

The US is becoming progressively diverse and so are our classrooms. Home-school partnerships are essential to supporting diverse learners. It is critical both new and veteran practitioners make...

Journal Name:

TEACHING Exceptional Children

Publish date:

10/11/2023

Dayna Stump

Danya Stump has been a special education teacher for 27 years, with the majority of those years being in early childhood. She taught an ECSE class for 16 years, and provided early childhood special education services to students in the preschool setting for 7 years. Danya is now the Teacher Consultant/Child Find coordinator for Farmington Public Schools in Michigan. Danya attended Eastern Michigan University, where she received a Bachelor’s degree in special education and a Master’s degree in early childhood education. She is passionate about educating young children and supporting their families during the earliest years of their education journey.

Publish Date:

March 17, 2022

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