Working with FamiliesChapter 2

Background

In 1997, the amendments to the Individuals with Disabilities Education Act (IDEA) strengthened the role of parents as active decision makers in partnership with service providers.

Although the primary responsibility of any teacher is to his or her students, special educators have an additional obligation to collaborate with families of children with disabilities.

Collaborative Partnerships…

…requires special effort on the part of teachers for several reasons: The national shortage of qualified teachers affects the quality

of instruction provided to all students Teachers may be very skilled in teaching students with severe

and multiple disabilities, but less skilled in working with families

The traditional structure and procedures of the educational system may not facilitate home-school partnerships

The family-professional relationship is a dynamic process of interactions colored by each person’s perspectives based on life experiences, roles, values, and beliefs

The development and maintenance of an effective family-professional relationship requires effort, an investment of time, ongoing communication, and mutual goals

Process for Teacher

The process of building effective family-professional relationships can be described in four steps:1. Analyzing how the structure of the educational

programs affects family involvement

2. Acknowledging that each family is a complex and unique system

3. Understanding the significant impact that a child with severe and multiple disabilities has on the family

4. Implementing family-friendly strategies that invite family participation and value their contributions

Family-Friendly Practices

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Phase 1: Getting acquainted

Phase 2: Exploration

Phase 3: Collaboration

Phase 4: Closure

What can a Teacher do?To begin to evaluate family participation in school

meetings, a teacher can ask themselves these questions:

What kinds of meetings do I have with families?

How do I prepare for them?

How and when are the families notified about meetings? Do parents receive sufficient notice so that they can plan to attend?

What can I do to make families feel welcome and valued in meetings about their child?

How can I encourage each family to actively participate in meetings?

What are the barriers to family participation, and what can I do to overcome them?

Family involvement can be supported with careful planning and consideration of family preferences and by providing information to families in accessible formats.

Effective Planning Strategies

• Explain the importance of family involvement

• Assist families in learning about the education system by providing information about the services and programs

• Provide information that is easily understood in a format that is preferred by the family

• Ask families what they would like to learn that is related to their child’s education (ex. assistive technology)

• Ask families who should be invited to meetings

Effective Planning Strategies cont.

• Schedule the meeting in a time and place convenient for family members

• Prepare families for meeting: provide and discuss an agenda

• Involve children, when appropriate

• Create a welcoming atmosphere

• Recognize that some families cannot attend meetings, despite everyone’s best efforts. Make sure to follow-up with families and they understand their legal rights and the educational options for their children.

Effective Communication

PLANNED, PURPOSEFUL, PERSONALIZED

Teachers should recognize that they share a common goal with families, which is to promote the child’s education and progress

PRACTICE ACTIVE LISTENING SKILLS Pay attention to the speaker’s nonverbal expressions and

listen carefully Monitor own nonverbal behaviors and facial expressions Allow the parent sufficient time to express feelings Acknowledge and validate the parent’s feelings Respond to families’ expression of difficult situations and

emotional issues in a sensitive and caring way Do not ignore a parent’s emotional statement about

child’s disability Summarize what parent has said back to confirm

understanding

Family-School Meetings

Teachers of school-age children who have disabilities primarily have three types of meetings: Child’s IEP meeting Parent-teacher conferences Parent education meetings on a particular topic

All of these meetings are formal opportunities for teachers to develop partnerships with families.

These meetings, however, may not invite and may even deter family involvement due to their structure and form.

Transitions

Discuss plans for major changes in school program with family and involve them with making decisions

Have a meeting with family, current educational team, and receiving teacher or team

Provide the family and child with information about new class or school and encourage them to visit before the transition

Ask family for suggestions to support the child and family with the new school or schedule

Provide follow-up support

Past Experiences

To overcome negative experiences, teachers should make every effort to have a positive first contact with families Communicate in language family understands Let family know you are committed Respond promptly to parent communication Ask what they would like to address Ask about child’s strengths, interests, needs, and

anything else pertinent they’d like to share Inform families about their child’s education plan

and what is being learned Discuss preferred communication

Language as a Challenge: Interpreters

To ensure accurate communication, it is essential to work with a qualified interpreter who is also familiar with the family’s cultural background Certain terms may not have a direct translation in

another language/culture and will need explanation

Meet with interpreter before meeting to discuss purpose, agenda, and timeline Ensure interpreter understands the information

Meet with interpreter after the meeting to ensure communication was effective and understood

Family

Understand the family structure and functions Socioeconomic status Resources Personal attributes Special challenges

Family Involvement

Teachers should select the most effective means for communicating with their students’ individual families Distribute regular correspondence (ex. Newsletter) Obtain input and data from families through questionnaires

or surveys Encourage the school district to set up web pages and a

voice mail system to answer parents’ most frequently asked questions

Provide an open house or back-to-school night Recruit parents to serve on school or program advisory

meetings Sponsor family support groups Communicate through phone, email, notes, etc. Make home visits to get to know families Invite parents to visit class, attend field trips, or volunteer Inform families about involvement opportunities

Family Feelings

Approach families with openness and compassion

Range of emotions associated with the birth of diagnosis of a child with a disability

Described emotional states related to death and dying

Similar feelings (shock, anger, sadness)

Associated with processes of grieving the ‘loss’ of the perfect child

*Reoccurring feelings include anger and sadness – usually triggered by a new class, school year, or facing unrealistic expectations

Family Feelings

HOPEWhen parents have hope, they

develop expectations and strive to do what is necessary to support

their child’s development