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Family Support, Resources, and Involvement in Special Education

Family Support, Resources, and Involvement in Special Education. By Nancy Reisner & Britni Chabot Seattle Pacific University May 31, 2012. What does Family Involvement Look Like to You?. Definition of Issues.

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Family Support, Resources, and Involvement in Special Education

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  1. Family Support, Resources, and Involvement inSpecial Education By Nancy Reisner & Britni Chabot Seattle Pacific University May 31, 2012

  2. What does Family Involvement Look Like to You?

  3. Definition of Issues • Family centered practice currently lacks a solid foundation in research based methods. • Currently, data collection related to the effectiveness of Family Centered practice is a “work in progress”. • “Despite the almost universal recommendation for a family-centered approach, implementation has been a challenge due to factors such as leadership, training, attitudes, and lack of resources.” (Gooding, Blaine, Franck, Howse, & Berns, 2011)

  4. Key Points • Family Involvement • What will it look like in your practice? • What are the benefits? • How do you measure success of family involvement?/data?

  5. How Can You Implement Family-Centered Practices? • Know the resources available to you, your students and their families • Communicate • Collaborate • Be Flexible • Understand and respect diversity and values • Set goals

  6. What are the goals of Family-Centered Practice? • Build relationships with families • Parents will know and understand their rights • Be able to communicate their child’s needs • Help their child develop and learn • Support families as well as students • Quality of life (Bailey, D. What is the Future of Family Outcomes and Family-Centered Services?, 2011).

  7. Activity • Pair up • Identify one teacher Special Ed, one teacher General Education • Collaborate to determine what your “family centered practices” will include • Share ideas with the group

  8. Education Impact Today • Philosophically sound but there is a lack of data to establish “best practice”. • Teachers need researched based methods to implement.

  9. Desired Outcomes • Understand their child’s strengths, abilities, and special needs. • Know their rights and advocate effectively for their children • Help their child develop and learn • Have support systems • Access desired services, programs and activities. (Bailey, et al., 2006)

  10. Activity • Meet with your partner • Identify data collection methods you will use to measure the effectiveness of your plan. • Share your ideas with the group

  11. Educational Impact in Future • “Family outcomes will not be a part of any national accountability effort in the near future until research clearly shows that such outcomes ultimately will benefit children.” (Bailey, et al., 2006) • We must include data collection and use of “best practice” based on research to build on what currently exists.

  12. FAMILY RESOURCES • http://www.washington.edu/doit/Brochures/Parents/waparent.h • tml Washington State Resources for Parents of Children and Youth with Disabilities, University of Washington. • http://www.wapave.org/ PAVE: Partnerships for Action Voices for Empowerment • disAbilityNavigator.org http://www.virginianavigator.org/dn/helpful-coverage-tips-for-parents-of-special-needs-children/article-24235.aspx • National Resource Center for Permanency and Family Connections http://www.hunter.cuny.edu/socwork/nrcfcpp/info_services/family-centered-practice.html

  13. References Bailey, D. B., Raspa, M., & Fox, L. (2011). What is the Future of Family Outcomes in Family-Centered Services? Topics in Early Childhood Special Education, 216 - 223. Bailey, D. R., Bruder, M., Hebbeler, K., Carta, J., Defosset, M., Greenwood, C., et al. (2006). Recommended Outcomes for Families of Young Children with Disabilities. Journal of Early intervention, 227 - 251. Espe-Sherwindt, M. (2008). Family-Centered Practice: Collaboration, Competency, and Evidence. Support for Learning, 136-143. Gooding, J. S., Blaine, L. G., Franck, L. S., Howse, J. L., & Berns, S. D. (2011). Family support and family-centered care in the neonatal intensive care unit: Orgins, advances, impact. Seminars in Perinatology, 35, 20-28. King, S. e. (2004). Family-Centered Service for Children with Cerebral Palsy and Their Families: A Review of the Literature. Seminars in Pediatric Neurology, 78-86. McCray-Sorrells, A., Reith, H. J., & Sindelar, P. T. (2004). Critical Issues in Special Education. Boston: Pearson Education. Raspa, M., Bailey, D. R., Olmsted, M. G., Nelson, R., Robinson, N., Simpson, M., et al. (2010). Measuring Family Outcomes Early Intervention: Findings from a Large-Scale Assessment. Exceptional Children, 496-510. Scarborough, A., Spiker, D., Mallik, S., Hebbeler, K., Bailey Jr., D. B., & Simeonsson, R. J. (2004). A National Look at Children and Families Entering Early Intervention. Exceptional Children, 469. The Division of Children and Family Services. (2012, 05 10). Washington State Divison of Children and Family Services Family-Centered Practice Model. Retrieved 05 10, 2012, from Washington State Department of Social and Health Servces: http://www.dshs.wa.gov/pdf/ca/FCPModel.pdf

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