Books/

Lo, L., & Lee, K. (in press). Surviving the pandemic: Empowering immigrant families to advocate and support their children/youth with disabilities at home. In R. M. Reardon & J. Leonard (Eds.), School-university-community research in a (post) COVID-19 world. Information Age Processing.

Lo, L., & Tsang, K. (2022). It takes a village: Preparing Chinese immigrant families for remote learning of their children with disabilities. In L. Meda & J. Chitiyo (Eds.), Inclusive pedagogical practices amidst a global pandemic: Issues and perspectives around the globe. Springer.

Lo, Y., Lo, L., Kourea, L., & Chang, W. (2022). How to meet the needs of students related to cultural and linguistic diversity. In B. Collins (Ed.), No one told me I would have to teach like that! Guidelines for special education teachers working with remote students. Brookes Publishing.

Lo, L. (2020). The power of parent education: Transition planning for students with moderate to severe disabilities. In Yuen, M., Beamish, W., & Solberg, V. S. (Eds.), Careers for students with special educational needs: Perspectives on development and transitions from the Asia-Pacific region (pp.127-139). Springer.

Lo, L., & Xu, Y. (2019). Family, school, and community partnerships for families of individuals with disabilities. Springer.

Lo, L. (2019). Community involvement: What supports are available for diverse families of students with disabilities? In L. Lo & Y. Xu (Eds.), Family, school, and community partnerships for families of individuals with disabilities (pp.29-39). Springer.

Lo, L., Liu, K. K., & Leung, T. W. (2019). Engaging families: A case study of an elementary inclusive school in Hong Kong. In L. Lo & Y. Xu (Ed.), Family, school, and community partnerships for families of individuals with disabilities (pp.153-163). Springer.

Lo, L. (2016). Collective learning: An exploration of the Hong Kong and U.S. special education system. In H. An (Ed.), Efficacy and implementation of study abroad programs for P-12 teachers (pp. 237-255). IGI Global.

Lo, L., & Hiatt-Michael, D. (Eds.) (2014). Promising practices to empower culturally and linguistically diverse families of children with disabilities. Information Age Publishing.

Lo, L., Cheng, T. F., & Chan, K. C. (2014). School-based parent support group: Empowering Hong Kong parents of children with disabilities to be advocates. In L. Lo & H. Diana (Eds.), Promising practices to empower culturally and linguistically diverse families of children with disabilities (pp. 113-124). Information Age Publishing.

Lo, L. (2012). Preparing Chinese immigrant parents of children with disabilities to be school partners. In A. Honigsfeld & A. Cohan (Eds.), Breaking the mold of education for culturally and linguistically diverse students (pp. 95-102). R & L Education.

Lo, L., Lavan, N., Karp, F., & Tung, R. (2009). English learners in Boston Public Schools: Enrollment, engagement and academic outcomes of native speakers of Chinese Dialects. In Uriarte, M. and Tung, R. (Eds.). English learners in Boston Public Schools in the aftermath of policy change: Enrollment and educational outcomes, AY2003-AY2006 (pp. 133-142). Boston, MA: University of Massachusetts Boston, Mauricio Gastón Institute for Latino Community Development and Public Policy.

Lo, L. (2009). Chinese American children, families, and special education. In L. Zhan (Ed.), Asian American Voices: Engaging, Empowering, and Enabling (pp. 107-122). National League for Nursing.

Lo, L. (2009). Perceptions of Asian immigrant families of children with disabilities towards parental involvement. In C. C. Park, R. Endo, & X. L. Rong (Eds.), New perspectives on Asian American parents, students, and teacher recruitment (pp. 1-24). Information Age Publishing.

Lo, L. (2008). Interactions between Chinese parents and special education professionals in IEP meetings: Implications for the education of Chinese immigrant children with disabilities. In G. Li & L. Wang (Eds.), Model Minority Myth Revisited: An Interdisciplinary Approach to Demystifying Asian American Education Experiences (pp. 195-211). Information Age Publishing.