9780130185402

The challenges of teaching a child who has a disability are many and varied. Nothing helps the process more than strong collaboration between the child's teachers and the child's parents. This new book is all about creating that collaboration, maintaining it, and using it to help children who have disabilities reach their personal educational potential. The authors take a developmental approach to their subject, focusing on the uniqueness of each family and each child from infancy, through the primary grades, to middle school, high school, and adulthood.Throughout the book, the "voices" of real parents lend authenticity to the material; and the essential role of the family in the education of its children is seen as of paramount importance. This book also addresses current educational trends toward maximum inclusion for all childrenchildren with ethnic, cultural, and linguistic differences as well as those with physical and mental disabilities.For Special Education teachers.

The Role of Context

3

(14)

Learning Objectives

3

(1)

Parent and Family Engagement in Education

4

(2)

The Role of Context in Child Development

6

(7)

The Ontogenic System

6

(1)

The Microsystem

7

(3)

The Mesosystem

10

(1)

The Exosystem

11

(1)

The Macrosystem

12

(1)

Transactional Development

12

(1)

Assumptions Regarding the Social Systems Perspective and Family Engagement

13

(1)

Summary

14

(1)

References

14

(3)

Issues of Diversity

17

(22)

Learning Objectives

18

(1)

Gender and Age

18

(4)

Gender

18

(4)

Ethnicity, Culture, and Language

22

(8)

African American Families

24

(2)

Hispanic American Families

26

(1)

Asian American Families

27

(1)

Native American Families

28

(1)

Multiracial Families

28

(1)

Families of Immigrants

29

(1)

Poverty

30

(2)

Substitute Care

31

(1)

Children Who Are Homeless

32

(1)

Parental Involvement

32

(2)

Interviewing

33

(1)

Summary

34

(1)

References

34

(5)

Legal Rights and Responsibilities of Parents and Families

39

(14)

Learning Objectives

39

(1)

Individuals with Disabilities Education Act

40

(6)

Free Appropriate Public Education

40

(1)

Appropriate Evaluation

40

(1)

Individualized Education Program

40

(2)

Least Restrictive Environment

42

(1)

Procedural Safeguards

43

(2)

Parent and Student Participation in Decision-Making

45

(1)

Americans with Disabilities Act

46

(1)

Section 504 of the Rehabilitation Act of 1973

47

(1)

Family Educational Rights and Privacy Act

48

(1)

Parent Responsibilities

49

(1)

Summary

50

(1)

References

50

(3)

The Impact of Identification and Diagnosis of Disability on the Family

53

(12)

Learning Objectives

54

(1)

Traditional Interpretations

54

(1)

An Integrated Approach

55

(4)

Interactions Within the Family

55

(3)

The Larger Social System

58

(1)

Interactions Among Settings

59

(1)

Society's Overriding Cultural Beliefs and Values

59

(1)

Families' Efforts Toward Normalization

59

(1)

Summary

60

(1)

References

61

(4)

A Model for Engaging Parents

65

(18)

Learning Objectives

66

(1)

An Integrated Model for Engaging Parents

66

(4)

Strategies for the Initial Conference

70

(7)

Interviews

71

(6)

Identifying Needs, Goals, and Objectives

77

(1)

Evaluating Efforts to Engage Parents

78

(1)

Summary

79

(1)

References

80

(3)

Collaboration and Communication

83

(20)

Learning Objectives

83

(1)

Collaboration and Partnerships

84

(1)

Communicating Effectively with Parents

85

(8)

Conferences

87

(3)

Written Communication

90

(2)

Technology

92

(1)

Barriers to Collaboration and Participation

93

(2)

Attributes of Effective Parent/Teacher Collaboration

95

(1)

Communication and Cultural, Ethnic, and Linguistic Groups

96

(2)

Summary

98

(1)

References

99

(4)

Engaging Families of Infants and Toddlers

103

(26)

Isabel and Sally

103

(1)

Learning Objectives

103

(1)

Family Adaptation and Infants and Toddlers with Disabilities

104

(4)

Stress

105

(2)

Siblings

107

(1)

Early Intervention Services

108

(3)

Theoretical Foundations of Family Involvement in Early Intervention Services

111

(1)

Legal Aspects of Early Intervention Services

112

(3)

Special Considerations for Involving Parents in Early Intervention Services

115

(5)

The Service Coordinator

115

(2)

Drug and Alcohol Exposure

117

(1)

Engaging Fathers

118

(1)

Parents with Mental Retardation

118

(1)

Ethnic, Cultural, or Linguistic Diversity

119

(1)

Parent Involvement Activities

120

(2)

Collaboration in Hospitals

120

(1)

Parents Supporting Parents

120

(1)

Parents on Advisory Committees or Boards

120

(1)

Parents as Staff Members

121

(1)

Written Communication

122

(1)

The Transition to Preschool

122

(1)

Summary

123

(1)

References

124

(5)

Engaging Families of Preschoolers and Kindergarten Students with Disabilities

129

(20)

Mef and Jonathan

129

(1)

Learning Objectives

130

(1)

Preschoolers and Kindergartners with Disabilities

130

(3)

Kindergarten

132

(1)

Theoretical Foundation of Family Involvement in Preschool and Kindergarten

133

(1)

Naturalistic Intervention

133

(1)

Special Considerations for Involvement

134

(4)

Involving Fathers of Preschool Children

136

(1)

Interagency Collaboration

137

(1)

Families from Diverse Cultural, Ethnic, or Linguistic Groups

137

(1)

Parent Involvement Activities

138

(4)

Initial Parent-Teacher Contact

139

(1)

Parent Conferences

140

(1)

Written Communication

141

(1)

Home Learning Activities

141

(1)

Helping Families with the Transition to Kindergarten and First Grade

142

(3)

Summary

145

(1)

References

145

(4)

Engaging Families During the Primary Years

149

(16)

Franky and Elizabeth

149

(1)

Learning Objectives

150

(1)

Parenting Children During the Primary Years

150

(2)

Engaging Families

152

(5)

Homework

152

(2)

Parent-Teacher Conferences

154

(1)

Concerns With Natural Supports

155

(1)

Curriculum

156

(1)

Parent Involvement Activities

157

(2)

Parent Group Meetings

159

(1)

The Transition to Middle School

159

(1)

Summary

160

(1)

References

161

(4)

Engaging Families in Middle School and Junior High School

165

(14)

Annie, Riley, and Sarah

165

(1)

Learning Objectives

166

(1)

Parenting Children During Middle Childhood and Early Adolescence

166

(2)

Engaging the Families of Middle Childhood and Early Adolescent Children

168

(4)

Homework (Again!)

171

(1)

Friendships

171

(1)

Programs for Families of Middle Childhood and Early Adolescent Children

172

(2)

Conferences

172

(2)

Parent Groups

174

(1)

The Transition to High School

174

(1)

Summary

175

(1)

References

176

(3)

Secondary Students and the Transition to the Community

179

(18)

Paul and Linda

179

(1)

Learning Objectives

180

(1)

Parenting Adolescents with Disabilities

180

(1)

Families and Transition

181

(2)

Transition

183

(6)

School-to-Work Opportunities

184

(1)

Transition Services

184

(5)

Parents and Behavior Change

189

(1)

Tension in the Transition Process

190

(2)

Self-Determination

191

(1)

Social Interactions and Social Skills

192

(1)

Families From Diverse Ethnic, Cultural, or Linguistic Groups

192

(1)

Summary

192

(1)

References

193

(4)

Parents and Families of Adults with Disabilities

197

(14)

Mary and Aaron

197

(2)

Learning Objectives

199

(1)

Issues of Adults with Disabilities

199

(4)

Decision-Making

199

(1)

Self-Advocacy

200

(1)

Community Living and Supports

201

(2)

Engaging Parents with Their Adult Children with Disabilities

203

(3)

Self-Determination

204

(2)

Parents with Disabilities

206

(1)

Supporting Adult Children with Disabilities

206

(2)

Summary

208

(1)

References

209

(2)

Index

211

What is included with this book?

The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.

The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.

The majority of teacher preparation programs in colleges and universities have a course about families. A few have a course, or at least a part of a course, related to families with members with disabilities. All students entering general and special education teacher preparation programs have personal experience as a member of a family. A few of these students have experience in a family with a member with a disability. Many students have preconceived notions about how they will engage families in the education of their children. These notions are often based on personal experiences with their teachers or the experiences of their parents and family. Such experiences may positively or negatively bias their approach to families. They may have preconceived ideas about how they will conduct their first open house, welcome families and children to their classroom, and so on. They may have vague ideas of how they will write their first parent letter, conduct their first conference, and make their first home visit. They may dread one or all of these difficult but necessary and required activities due to a lack of understanding and preparation with regard to families in general, and family members with disabilities in particular. Many students will work with families who are very dissimilar from their own family. Not only must they work with families from diverse racial, cultural, and linguistic groups and with families with members with disabilities, but they frequently work with single-parent families, blended families, foster families, and other family constellations. In addition, present-day teacher education students will work in classrooms and schools as well as live and work in communities very unlike those in which they were raised. They will be teaching children from backgrounds and with life experiences that diverge greatly from theirs. This text focuses on the uniqueness of each family that challenges teachers as they practice in public schools. We strive to communicate to the reader the contribution each child and family can make to the community of learning. We write from a social systems perspective, which offers insight into the developmental contexts of each child and each family. Engaging families in the education of their children is not a simple task. There is no philosopher''s stone or recipe. By taking a developmental perspective, we demonstrate the changing needs of families as their children with disabilities progress from infancy to adulthood. This text presents the voices of real parents as they communicate the pleasures and problems of raising and educating a family member with disabilities. The text is based not only on the professional literature but also on our experiences as parents and professionals. We encourage the reader to empathize with those raising children with disabilities and challenge the reader to understand the complexities of working with families. As we researched and prepared this text, we were constantly amazed by the tenacity and resilience of the families represented here. In the first section of the text, we provide background information into working with families on behalf of their children. In Chapter 1, we describe the role of context and the unique settings in which each child develops. In Chapter 2, we further explore the aspects of the developmental context, with a discussion of diversity related to family involvement. Chapter 3 describes a different aspect of the context for families with members with a disability, that is, their legal rights and responsibilities. Chapter 4 covers some of the persistent assumptions related to the impact of identification and diagnosis of disability on families. The literature is discussed and integrated in the social systems perspective. In the next two chapters, we shift the focus of the discussion to implementation of parent engagement. Chapter 5 presents a model for family involvement. This is accomplished through the systematic application of a case study to the various steps in the model. Chapter 6 provides information on the challenges of collaboration, and increasing the potential for effective communication. The second section of the text provides a developmental perspective on family involvement. Each of the chapters in this section uses the voices of parents as they tell the story of their engagement in their child''s education. Chapter 7 describes the issues of early intervention services and working with parents of very young children with disabilities. Chapter 8 addresses the families of children in preschool and kindergarten, and the significant changes that occur in families in the transition to kindergarten and first grade. Subsequent chapters, 9 through 12, each infused with the voices of families, address primary grades, middle and junior high school, secondary school, and families of adults with disabilities. We owe a considerable debt to the families who lent their voices to this project. Sally Gantz, Mef Diesel, Franky and Carl Foley, Riley Humler, Paul Bauer, and Mary UIrich opened their hearts and experiences to us on behalf of other families of children with disabilities and those professionals preparing to work with families of children with disabilities. We thank them most sincerely for their openness, honesty, and commitment. We would also like to thank our friend and editor, Ann Davis, who has consistently and over many years and texts been supportive and made significant contributions to our efforts on behalf of children, adults, and families. Finally, we wish to thank our reviewers--Greg Conderman, University of Wisconsin, Eau Claire; Robert Oritz, California State University-Fullerton; and Alec F Peck, Boston College--for their help. Anne M. Bauer Thomas M. Shea

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Parents and Schools Creating a Successful Partnership for Students with Special Needs

Parents and Schools Creating a Successful Partnership for Students with Special Needs

013018540X

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