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Evaluating a Child for a Possible Disability: A Sweetgrass Method
Mark Standing Eagle Baez Ed. Psychologist/Mental Health Practitioner
Today’s Agenda
Initial process of suggesting an evaluation Sweetgrass Method Tips for helping parents accept their child's disability from
a cultural perspective.
Disseminating Information to a Parent Traumatizing: Receiving such a message can produce overwhelming
emotions of shock, disbelief, fear, anxiety Overwhelming Confusing: Within that moment, research has shown that some parents
cannot distinguish between the unconscious wish for an idealized normal child from an unthinkable, sudden reality of one who is not.
Questioning ("why me”) They may feel grief, depression, or shame. Some may also ask questions of "why me" and conclude that they are being punished for sins or bad acts of the past.
Coping: how to deal with it all
Parents may not truly understand what is being said to them
Parents will take what is said and process internally and may not express to you as staff, that they have ANY questions or any confusions about it all.
Initial Process of suggesting an evaluation Initial invitation to meet with parent/guardian to address areas of
concerns. Present history initial struggles and strategies provided. Suggest more intensive strategies, observations and to regroup after a
month. If struggles persist, regroup as a team to make recommendation to
evaluate on areas of strength and areas to improve on. Deliverance: It’s not what is said, but how it is delivered. (cultural
responsiveness approach recommended). Key players need to be actively present.
Teacher Parent/guardian Director SPED professional
Possible stages we may see with adjustments for our parents
Stage one: Sometimes parents may express their feelings through physical outbursts or, occasionally, inappropriate laughter.
Stage two: Some parents will search for or try to propose various actions in an attempt to change the reality.
Stage three: They may demonstrate their anger outwardly, in the form of rage, or become withdrawn and passive from intense feelings of guilt, is common.
Stage four: Feelings of shame, guilt, hopelessness, and anxiety stemming from a new overwhelming burden of responsibility can become intense.
Stage five: This is the stage of acceptance, meaning the parents have achieved an unconditional positive regard for the child.
Stage six: Parents are able to put their lives back together and enjoy living, imagine a future, and talk of their child free of undue emotion. They can discuss and participate in designing or providing instruction objectively.
Food for thought: Parent/guardian that may be hesitant towards an evaluation/assessment
We are here as a team to gather information that will help determine the child’s educational needs
We are here to guide decision making about appropriate educational programming for your child
An evaluation is essential in the first steps in the process of identifying strengths and areas of need
Our responsibility of school with our parents
Because schools accept students with disabilities, they have a responsibility to provide appropriate support to parents as they pass through these various stages.
The school may provide parent- to-parent support groups, which are divided by disability and facilitated by school personnel such as a school psychologist, counselor, or teacher.
Should a parent need support counseling, the school should provide a list of possible individuals with whom the parent could meet.
Suggestions on disseminating recommendations on evaluations/assessments: Cultural Responsive approach
Sweetgrass Method: Cultural responsive approach in working with parents on the IFSP- ‘Sweetgrass Method: It is an approach that empowers others
intellectually, socially, emotionally and honorably by using cultural methods (language, traditions, familial respect, patience, etc.) to share knowledge, skills and beliefs.’ Baez 2016
Sweetgrass Method: Introspection Stand-first strand in the braid
Introspection Stand: Consciously or sub-consciously, we as Indigenous people, braid with our Earth Mother and God our Creator (self/Earth Mother/Creator) daily for strength and focus for the day. Introspection Stand: Make time to connect and ground ourselves
daily with the Earth and the Creator so we are better prepared for what comes our way mentally, emotionally, physically, and spiritually.
Be prepared for your day (With your students, parents and co-workers). ‘If we fail to prepare, we prepare to fail’
Introspection (self)
Collaborative Strand- working with families and other professionals Partnerships with parents and co-workers are critical in the
success of the child. Collaborating with other professionals (teachers/directors/behavior
interventionist), other agencies on strategies, accommodations and or guidance is KEY. Demonstrate ability to work effectively and respectfully with teams (parents/guardian, agencies, etc.)
Communicating clearly (what you are asking for) and Listen effectively to decipher the needs. Maybe a parent/guardian may need to have the information interpreted in their language. It may take several meetings and creative approaches to have parents/guardians on board
Power of Collaboration- Dine’ girls preparing a Kinaalda cake & the Havasupai Dancers (Basket dance)
Continuous Strand (Third strand in the braid)- work continues to move forward with and for others*
Continued support for our students, parents/guardians and co-workers is vital.
Continued collaboration and partnerships with parents, professionals and agencies.
Continued ongoing staff development will provide you with the tools needs for a successful outcome
Continuous
Reaching acceptance: Sweetgrass Method
Most parents need assistance to progress positively towards a level of reasonable acceptance, closure, and renewal includes an accurate understanding of reality.
Professionals (Introspection) can help parents (Collaborative) achieve a balance between their hopes and reality with ongoing support or strategies (Continuity).
Not every parent may experience these stages of grief, suffering, and acceptance. However, as professionals, we (Introspection) need to be prepared to assist parents (Collaborative) in working through these stages as much as needed (Continuous)
Sweetgrass Method and the IFSP/IEP/Evaluation- Looking through a cultural lens (Sweetgrass Method to provide cultural responsive services).
Introspective (as Teachers/psychologists/administrators looking within
self and areas of cultural responsive methods that are culturally appropriate (i.e., evaluations/assessment). Making sure the psychologist/Therapist does not come with his/her mind-set of how to fix Indians, but with understanding of that particular tribe and traditional customs. Not all Native live in Teepee’s/Tipi’s
Collaboration (as educators/administrators and psychologist), we consult with families, traditional practitioners, special education team and community resources to bring services for the child. Also, a possible meeting with the parent (one on one) to explain how this will unfold (intimately/sensitively) versus calling a meeting where the entire team on one side of the table and the parent is by herself on the there side.
Continuity/Continuous (educators/administrators) providing ongoing/continued support/parents/guardians/children and continuously seeking healing
opportunities, Positive Indian Parenting support training as a means of developing comprehensive partnerships.
Continuity tips for helping parents accept their child's disability
Relay a diagnosis with compassion and an appropriate degree of hope for the child and parents. Be culturally sensitive, may take time and support.
Ask parents how much and what types of communication they find helpful.
Encourage parents to ask questions and express their emotions. Know the resources available to assist the child and parents. Each time you communicate with the parents assess their level of
adjustment and what they have been able to internalize and understand.
Reinforce the practice of parent participation in helping their child learn and develop.
Understand and accept parental ascendance through the stages of adjustment as being a normal process and support them.
Power in Continuity (continuous)- importance of continued support and direction
