Chapter 6 Partner with Families and the Community

1. Chapter 6 Partner with Families and the Community Build Relationships For Learning

2. Building Relationships for Learning • A meeting of parents provides mutual support in raising their children with special needs • One teacher reaches out to a child with a severe learning disability and she blossoms!! • Special educators tell the parent that their child does not belong in a general education class. • The industrial arts teacher is supportive and open but too afraid to speak up • The parent gets support from other parents.

3. “Before I took this class, I thought that I would be teaching math, science, reading, and social studies. Now I know that I will be teaching children, and with children come families.”

4. Sights to See Engaging Parents in the Education of Their Children • This YouTube video is useful in making a presentation to parents about how they can be connected in the education of their children. • www.youtube.com/watch?v=ZEkMidcy960

5. Partnerships with Parents • Partnerships are important to support learning of children!! • Problems often occur: • Parents often feel teachers do not care about their children • Frequent negative feedback • Even educated, well-informed parents struggle • Parents of minority or low-income backgrounds are particularly likely to have difficulty.

6. parents friends child mentors grandparents What is a family? A network of people who are intimately connected to and responsible for one another.

7. Family and Community Challenges • Many life stresses - violence, crime, poverty, loss of jobs, divorce, disease, accidents and more! • Parents often feel overwhelmed and alone • Families who have children with special needs have extra stressors • Stressors interact and reinforce one another - poverty, poor housing, lead poisoning

8. Practical Strategies for Building Positive Working Relationships with Parents Conversation with a Middle School Teacher • Seek to understand the real lives of students • Work to make the lives of parents of my students easier - listen, show we care, connect to community resources • Go to social events to which we may be invited • Take time to communicate - personal contacts or phone calls to all parents; begin a relationship BEFORE curriculum night • Reports to parents daily for some students with special challenges • Open door to parents • This all SAVES time in the long run!!

9. An Ecological Framework Community(microsystem) Circle 1 Inner circle: family, close friends spouse Circle 2 Friends and acquaintances Circle 3 Participation: acquaintances in local stores,community groups or associations Paid helpers(mesosystem) Circle 4 Paid helpers: teachers, dentists Circle 5 Special human services: vocational rehabilitation, welfare caseworkers Administration and policy(exosystem) Society and culture(macrosystem)

10. An Ecological Framework IMPLICATIONS • All aspects of the environment have an impact on child development and growth. • The most critical influences are in the inner circles. • If a child does not receive the needed support, the school must become the caring community where children are nurtured and supported. • The school should develop partnerships with the community to link resources to families.

11. Focal Point Options of Educational Services SYSTEM CENTERED • Organized for the convenience of the system • Both the most typical and least desirable approach • The strengths and needs of the system drive the delivery of service CHILD-CENTERED • Focused on the needs of the child • Usually without consideration for the family context • The strengths and needs of the child drive the delivery of services FAMILY-CENTERED • Focused on the total family unit • Child is considered in context of the family unit • The strengths and needs of the family drive the delivery of services

12. PRACTICES in a FAMILY-CENTERED SCHOOL • Engage parents as partners • Affirm and build on family strengths and gifts • Honor cultural diversity • Treat families with respect and dignity • Promote family choices • Welcome parents into the school as partners • Welcome and care about children with special needs • Communicate effectively with families

13. Communicating Effectively with Families • Explain how our teaching works and helps children learn • Be a resource and support for families • Listen reflectively • Communicate positively about children • Ask for input, ideas, and involvement of families • Engage in parent–teacher conferences and planning meetings

14. Respond to the Needs of Families • Families with Ethnic, Cultural, • and Language Differences • Seek to understand and be sensitive to the past experiences of parents in schools • Help parents feel comfortable - invite them to our class; provide email addresses and cell phone #’s. • Demonstrate an interest in the culture of the parents • Seek to understand social customs and interaction styles • Attend events in the neighborhood

15. Respond to the Needs of Families • Families Who Are Poor • Treat with respect seeking to understand their daily struggles • Develop ways to contact and interact - consider a home visit • Understand impact of school expectations - funds for supplies or field trips • Create opportunities for students to complete homework at school • Know community resources that can help parents and facilitate connections

16. Respond to the Needs of Families • Families of Gifted and Talented Children • Explain to parents how we use inclusive, multilevel instruction to challenge all children at their own challenge level • Obtain input from parents regarding the interests and needs of their child • Parents of high functioning children are attracted to the idea of multilevel teaching in a class where their children can develop leadership skills

17. Respond to the Needs of Families • Families of Students Who Are Gay • Treat like any other parent • Our role is NOT to communicate to parents that their children are gay. • Listen with empathy to concerns that parents may have • Have information regarding homosexuality and share this with parents to help them understand their children

18. Respond to the Needs of Families • Families of Children with Special Needs • Understand the experiences and challenges of parents - ask questions and listen • Understand grief parents may feel • As with all families, be aware of the potential for abuse • Be knowledgeable about family to family support networks and formal services for families

19. Respond to the Needs of Families • Families of Children with Special Needs • Provide information regarding inclusive education and teaching to parents so they can make informed choices • Help parents understand the importance of their child being included • Understand the stress required by being an advocate for children • Continue to learn regarding how children with special needs are being supported as community members

20. The Gift That Teachers • Have for Parents • Parents of children with challenges often have a long history of struggles, isolation, frustration • We can welcome these parents and their children into our class • Develop brochures and opportunities to express our welcome of true diversity • Help parents make connections with one another and needed resources

22. Parents of my kids don’t care! Parents of MY kids care too much!! • Attitudes of educators to parents. Some common perceptions of ‘problem’ parents as . . . • Helicopter parents – who hover over their children and get in the way of their developing self-reliance. • Teacher’s pests – parents who ask too much of the teacher and school. • Monster parents – who are constantly looking for reasons to disagree with educators. • Dry-cleaner parents – who drop their rambunctious kidds off and want them all cleaned up and proper by the end of the day Can we get beyond these stereotypes to reach out?

23. Linking Home And Classroom Learning • Home learning activities • Develop collaboratively with parents • Build on family routines • Meaningful engaging homework • Authentic activities • Example: Reading recipes, measuring, and cooking while helping to prepare dinner • Reading together

24. Connecting With Community Resources • Map resources in the school • Map community resources surrounding the school • Individuals • Associations • Institutions • Businesses • Develop school-community partnerships • Develop connections for families and children in the community • Get help from community guides in the area

25. Community Agency Resources • Parent Training and Support Groups • Early Intervention and Family Support • Protection and Advocacy • Family Financial Assistance • Community Mental Health Services • Neighborhood Family Resource Centers • Wraparound Services • Full Service Schools

26. Notes About Parents and Students

27. Back Pack Key Resources for Family Involvement The National Coalition for Parent Involvement in Education - advocates for the involvement of parents and families in their children's education and fosters relationships between home, school, and community www.ncpie.org/ The PEAK Parent Centerprovides resources to families of children with disabilities to advocate successfully for rich, active lives as full members of their schools and communities. www.peakparent.org/