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© 2013, 2009, 2006, 2003, 2000Pearson Education, Inc. All rights reserved.
William L. Heward
Exceptional ChildrenAn Introduction to Special Education
Tenth Edition
Chapter 3
Collaborating with Parents and Families in a Culturally and Linguistically Diverse Society
HewardExceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved.
Focus Questions
What can a teacher learn from the family of a child with disabilities?
In what ways is a child’s disability likely to affect the family system and roles of parents?
How can a teacher who is not the parent of a child with a disability communicate effectively and meaningfully with parents of exceptional children?
How can a teacher communicate effectively and meaningfully with families from diverse cultures?
What forms of home–school communication are likely to be most effective?
How much parent and family involvement is enough?
3-3
HewardExceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved.
Support for Family Involvement•Parents and families are natural and necessary allies to educators
•Families know certain aspects of their children better than anyone
•Parents can provide extra skill practice and teach their children new skills in the home and community
•Parents have the greatest vested interest in seeing their children learn as they are the constant in the child’s life
•Parents must live with the outcomes of decisions made by IEP teams all day, every day
3-4
HewardExceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved.
Three Factors Responsible for Increased Emphasis on Family Involvement
Parents want to be involved in their child’s education○Parents were an important catalyst of PL 94-142
Educational effectiveness is enhanced when parents and families are involved
○Repeated research and practice demonstrates the benefits
The law requires collaboration○ In both IDEA and NCLB, parent involvement is a key component to students’ academic success
3-5
HewardExceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved.
Benefits of Family Involvement
Increased likelihood of targeting meaningful IEP goals
Greater consistency and support in the child’s two most important environments
Increased opportunities for learning and development
Greater access to expanded resources and services
3-6
HewardExceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved.
Understanding Families of Children with Disabilities
Adjustment process includes feelings of:
•Shock, denial, and disbelief
•Anger, guilt, depression, shame, lowered self-esteem, rejection of the child, and overprotectiveness
•Acceptance, adaptation, and appreciation
Educators should refrain from expecting parents to exhibit any kind of typical reaction
3-7
HewardExceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved.
The Resilience Model
The Resilience Model is based on the following:• Parents and family members are the best source of knowledge about their child, their own strengths and needs.
• Parents’ resilience may not be immediately appreciable but should be identified and supported.
• Parents are engaged in a continuous adjustment process that can be facilitated by sensitive caring professionals.
3-8
HewardExceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved.
The Five Stage Resilience Model
Stage One• Identification of Disability
Stage Two• Self-education
Stage Three• Reflection about Self and Family
Stage Four• Advocacy and Empowerment
Stage Five• Appreciation and Enlightenment
3-9
HewardExceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved.
The Many Roles of the Exceptional Parent
Caregiver - Additional needs of an exceptional child
can cause stress
Provider - Additional needs often create a financial
burden
Teacher - Exceptional children often need more
teaching to acquire skills
Counselor - Must often help their child cope with the
disability
3-10
HewardExceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved.
The Many Roles of the Exceptional Parent (cont.)
Behavior Support Specialist - Some have to become skilled
behavior managers
Parent of Siblings Without Disabilities - Meet the needs of
their other children too
Marriage Partner - Having a child with disabilities can put stress
on a marriage
Information Specialist - Must ensure that others appropriately
support their child’s dignity and acceptance
Advocate - Advocate for effective educational services and
opportunities
3-11
HewardExceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved.
Principles of Effective Communication
Accept parents’ statements○ Respect parents’ point of view
Listen actively○ Respond to parents with interest and animation
Question effectively○ Speak plainly and use open-ended questions
Encourage○ Describe and show parents their child’s improving performance
Stay focused○ Focus on the child’s educational program and progress
3-12
HewardExceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved.
Professional Roadblocks to Communication
• Treating parents as vulnerable clients instead of equal partners
• Keeping professional distance
• Treating parents as if they need counseling
• Blaming parents for their child’s disability
• Disrespecting parents as less intelligent
• Treating parents as adversaries
• Labeling parents
3-13
HewardExceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved.
Conflict ResolutionDialoging is an approach to conflict resolution in which both parties try to see each other’s point of view. The RERUN approach include
• Reflect○ Acknowledge the other person’s thinking or feelings
• Explain○ Explain your perspective concisely
• Reason○ Explain the reason you believe or feel as you do
• Understand○ Try to understand the situation from both points of view
• Negotiate○ Brainstorm to find a mutually satisfying solution
3-14
HewardExceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved.
Portrait of Culturally and Linguistically Diverse Families
Many are English-language learners
Many live in low-income and poverty
Although some have not finished school or cannot read, they are “life educated” and know their child
Undocumented immigrants, are naturally fearful of interaction with anyone representing authority
Many tend to be family-oriented
Some may have different experiences with and views about disability including causes and treatment
Many had negative educational experiences that persist through adulthood
The general and special education systems may be intimidating to the family
3-15
HewardExceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved.
Culturally Responsive Services for Families
Have native-speaking staff members make initial contacts
Provide trained, culturally sensitive interpreters during parent-teacher conferences and IEP/IFSP meetings
When a language interpreter is not available, use a cultural interpreter whenever possible for conferences and family interviews
Conduct meetings in family-friendly settings
Identify and defer to key decision makers in the family
Recognize that families from diverse cultures may view time differently from the way some professionals do, and schedule meetings accordingly
Provide transportation and child care to make it easier for families to attend school-based activities
Work toward cultural reciprocity3-16
HewardExceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved.
Home-School Communication Methods
Parent-teacher conferences• Preparing for the conference
○ Establish objectives○ Review records of the student’s recent grades○ Select examples of the student’s work○ Prepare a graph or chart showing cumulative progress○ Prepare an agenda for the meeting
• Conducting the conference○ Build rapport○ Obtain information○ Provide information○ Summarize and follow up
3-17
HewardExceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved.
Home-School Communication Methods
Written communication• Happy Grams and Special Accomplishment Letters
• Two-Way Home-School Reporting forms
• Dialogue notebooks
• Home-School Contracts
• Class Newsletters and Websites
Telephone communication• Phone Calls
• Voice Mail
• Email and Text Messaging
3-18
HewardExceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved.
Other Forms of Parent Involvement
Parents as Tutors• Systematically teach self-help and daily living skills to their
children
Parent Education and Support Groups• Provide education for parenting
Parent-to-Parent Groups• Provide help to parents of children with special needs
become reliable allies for one another
Parents as Research Partners• Assist researchers in knowing if their ideas and findings
have validity
3-19
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