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Enhancing Parent-Teacher Collaboration for Children with Learning Disabilities

Explore how parents and families can work with educators to support children with learning disabilities effectively. Learn about family systems, adjustment, values, trends, and practical steps for enhanced collaboration.

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Enhancing Parent-Teacher Collaboration for Children with Learning Disabilities

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  1. Unit 2:Parents and Families Prepared by: CiciliaEviGradDiplSc., M.Psi

  2. Parents … • Used to be blame for LD in their children • Parents influence the area of LD more than any other area of special education • Now  work together with teachers at school or therapist at therapy place • Why such changes? • Reciprocal effects • Federal Laws  parents are involved in identification, evaluation and educational placement  IEP, IFSP

  3. Treatment Models • Family-centered models  treat family with pride and dignity • Social system approach: • Individual is influenced by his family  which is also influenced by the extended family  and larger social environment

  4. Turnbulls’ Family Systems Model • Family Characteristics  descriptive information : family, personal, special conditions • Family Interaction  interaction among family member, cultural beliefs • Cohesion : degree to which individual family members are free to act independently • Adaptability : degree to which families are able to change their modes of interaction when they encounter unusual or stressful situations

  5. Turnbulls’ Family Systems Model (2) • Family Functions  activity in which families engage to meet their everyday needs  varies to achieve economic, medical, social and educational needs • Family Life Cycle  the varying stages a family or individual goes through depending on age and stage of development

  6. Dunst’s Soc Support System Model • The importance of informal supports for the family  family, friends, neighbors, social club, churches

  7. Current Trends • The family unit • Single parents • Gay/lesbian couples • Having fewer children • Waiting longer to get married • ↑ mobility of the population

  8. Current Trends (2) • Race, ethnicity, and language • Sosioeconomic status  poor health care and inadequate nutritions  places children at greater risk of having disability and affects family coping ability

  9. Family Adjustment • Reactions  shock and disruption, denial, sadness, anxiety and fear, angerand adaptation (Drotar, dkk, 1975) • Parental Guilt  because the causes are unknown • Parental Stress  deciding how much freedom and independence to allow their children, external attributions and family instability and disruption

  10. Family Adjustment (2) • Sibling Reactions  some adjust weel, some are having problems, such as: resentment • Family Reaction  varies! • Re-united after the stormy days • Minor difficulties • Becomes dysfunctional

  11. Family Values and Attitudes • Parents are exposing their children to rich environment • Indochinese families in the US  values of getting the highest mark • Parents and homework  from cognitive disabilities to daily mistakes (forget to bring books home, or bring completed homework to school)

  12. What They Can Do? • Teachers PROJECT Strategy Steps (p. 123) • Parents  help children to choose a quiet, distraction-free area for studying, reinforce the study process • Students  take an active role?? • Tutorial  if affordable

  13. What They Can Do? • Parents as Advocates • Parents-Teachers Conference • To impart info to parents  school achievement • Gather info from parents  hobby, interests • Plan IEP • Solve the problems at school • School – Home Note Programs

  14. Thank You!

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