Abstract
Parents are rarely included in school-based prereferral intervention, although research has widely reported the importance of parental involvement in children's education. This article documents how a school involved a single parent from a culturally and linguistically diverse background in a prereferral intervention partnership, describes the conceptualization and implementation of parent involvement procedures, and delineates considerations for parental involvement in prereferral intervention. When other people's children become our children, and educators invest time and commitment to working with parents, we may come to the powerful realization that all children have the potential to learn, regardless of poverty, culture, and language.
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