Deborah D. Hatton, Ph.D. FPG Child Development Institute The University of North Carolina at Chapel Hill

1. Family-Centered Practices: Multimedia Resources for Professional Development 2005 OSEP National Early Childhood Conference February 9, 2005 Washington, D.C. Deborah D. Hatton, Ph.D. FPG Child Development Institute The University of North Carolina at Chapel Hill Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005

2. Provide overview of Early Intervention Training Center for Infants and Toddlers With Visual Impairments Review modules and multimedia CDs being developed by the Center Review curriculum and content for preparing personnel to provide family-centered practices Secure feedback on resources from participants Purposes of Presentation Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005

3. Early InterventionTraining Center for Infants and Toddlers With Visual Impairments Deborah D. Hatton, Ph.D. FPG Child Development Institute The University of North Carolina at Chapel Hill Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005 OSEP Cooperative Agreement H325B000003

4. Early Intervention Training Center for Infants and Toddlers With Visual Impairments Mission:To enhance the capacity of universities to prepare personnel to serve infants and toddlers with visual impairments and their families Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005

5. Family-Centered Practices Visual Conditions and Functional Vision: Early Intervention Issues Developmentally-Appropriate Orientation and Mobility Communication and Emergent Literacy Assessment Recommended and Evidence-Based Intervention Practices Modules Developed by EITC Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005

6. A course (2 to 3 semester hours of graduate credit) consisting of five to seven sessions Each session includes Introduction and objectives Knowledge synthesis (Major Points) List of instructor resources Suggested instructional sequence PowerPoint summarizing Major Points Quiz Video clips and self-check on CDs for application of knowledge to practice What is a module? Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005

7. Literature review Professional standards Recommended practices Review of relevant products from other projects University partner input Practitioner input Family/consumer input Expert input Visual impairment Early intervention Accessibility Technology Building a Module Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005

8. Field review process Module revision Field test process Module revision Module publication Dissemination Developing and implementing Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005

9. University of Alabama at Birmingham University of Arizona Drake University, Iowa Florida State University Kutztown University North Carolina Central University Field Test Locations:Family-Centered Practices Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005

10. Family-Centered Practices Building Reliable Alliances Session 1 The University of North Carolina at Chapel Hill Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development InstituteProduced in collaboration with P.J. Winton (2003)

11. After completing this session, participants will describe the legal basis for family-centered practices in the context of early intervention. 2. identify and implement the key features of family-centered practices: focusing on family strengths, promoting family choice, and collaborating with families and other professionals while respecting and honoring diversity within the context of families, communities, and cultures. Objectives Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005 PowerPoint 1A

12. describe the rationale for using family-centered practices and demonstrate the ability to initiate and sustain a reliable alliance with families based on effective help-giving practices. describe their overall philosophy for working with families including the basic assumptions and principles that guide their approach. Develop self-awareness of personal values, assumptions, and biases related to childrearing and interactions with families and understand how those affect relationships with families and children. Objectives Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005 PowerPoint 1B

13. 1975 Public Law (PL) 94-142 The Education of the Handicapped Act guaranteed free appropriate public education to children with disabilities ages 5 to 21 years. 1986 PL 99-457 Extended PL 94-142 down to age 3 years due to an urgent and substantial need to enhance development of infants/toddlers with disabilities, reduce educational costs, minimize institutionalization, maximize independence, and enhance capacity of families to meet children's needs. History of Early Intervention Federal Legislation Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005 PowerPoint 1C

14. Part C Provided the legislative support for family-centered early intervention services for infants and toddlers (0-3) with disabilities and their families. IDEA will probably be reauthorized in 2004. Final regulations will be issued following reauthorization. Be alert for changes in federal legislation that affect early intervention in 2005. IDEA Amendments of 1997 (PL 105-17)Individuals with Disabilities Education Act Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005 PowerPoint 1D

15. Part C Provides the legislative support for family-centered early intervention for infants and toddlers (0-3) with disabilities and their families. Requires that families direct assessment of their resources, priorities, and concerns. IDEA Amendments of 2004 Individuals with Disabilities Education Improvement Act Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005 PowerPoint 1D

16. Enhance the development of infants and toddlers with disabilities Reduce costs to society by minimizing need for special education Minimize likelihood of institutionalization and maximize independent living Enhance capacity of families to meet children's needs Goals of Part C of IDEA Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005 PowerPoint 1E

17. Reflects a way of coordinating and delivering assistance, support, and services to families with children who have disabilities that enhances their capacity to care for their child Is based upon an understanding of the complexity that exists within families and that decisions and services will influence each member of the family and the unit as a whole Family-Centered Support Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005 PowerPoint 1F

18. Family systems theory provides a framework for looking at families and their challenges. Practitioners are most effective when they view the context of each unique, individual family and craft solutions that fit the family, rather than making the family adapt to the solution. Practitioners who implement family systems theory explore options with a family based on their unique characteristics rather than imposing options on a family. Foster & Phillips, 1992 Family Systems Theory Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005 PowerPoint 1J

19. Emphasizing families’ strengths rather than deficits Promoting family choice and control over desired resources Developing collaborative relationships between professionals and parents Viewing family from a holistic perspective Central Values of theFamily-Centered Approach Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005 PowerPoint 1L

20. Child-centered Family-centered Standardized Individualized Doing to families Doing with families Specialized Integrated Fragmented Coordinated Multidisciplinary Transdisciplinary Shifting Assumptions Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005 PowerPoint 1M

21. Family is constant in child’s life Collaboration at all levels is essential Cultural, racial, ethnic, socioeconomic diversity are honored Family strengths are recognized and respected Unbiased information is shared continuously Networking and family-to-family support are promoted Turnbull, Turbiville, & Turnbull, 2000 Family-Centered Practices:Current Assumptions Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005 PowerPoint 1N

22. Expertise regarding developmental needs of child is shared Systems are accessible, flexible, culturally competent, responsive to strengths/concerns identified by family Comprehensive programs for financial and emotional support are available Turnbull, Turbiville, & Turnbull, 2000 Family-Centered Practices:Current Assumptions Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005 PowerPoint 1O

23. The term reliable alliance has been used by Turnbull and Turnbull (2001) to describe a dynamic relationship between families and professionals in which they experience individual and collective empowerment by sharing their resources equally in order to make joint decisions. Turnbull & Turnbull, 2001 Establishing Reliable Alliances Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005 PowerPoint 1P

24. Reliable alliances involve the following eight obligations. 1. Knowing yourself 5. Promoting family choices 2. Knowing families 6. Affirming great 3. Honoring cultural expectations diversity 7. Communicating 4. Affirming and positively building on family 8. Warranting trust and strengths respect Turnbull & Turnbull, 2001, p. 58 Eight Obligations Involved in Establishing Reliable Alliances Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005 PowerPoint 1Q

25. Diversity refers to differences in individuals and families across a variety of dimensions including culture, language, race, class, disability, age, and gender. personal affiliations to religious and political groups or belief. sexual orientation. Family culture can affect any of the following: treatment of medical issues, primary language spoken within the home, literacy activities, interactive play (social skills), and daily routines. Milian, 2000 Diversity Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005 PowerPoint 1V

26. Some cultures believe that caring for the child is more important than teaching independence. expect adults with blindness/VI to hold only certain jobs or not to work at all. value oral communication over the written word. vary in their gender expectations. believe that specific types of VI have special meaning. Erin, 2002 Cultural Diversity and Visual Impairment Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005 PowerPoint 1X

27. Many religions still think that visual impairments result from retribution for sin. For some families, religious leaders and heads of family may be the critical decision makers. Many families visit religious healers during their children’s early years. Erin, 2002 Religious Diversity and Visual Impairment Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005 PowerPoint 1Y

28. According to Harry (as cited by Warger, 2001), families And professionals must engage in a two-way process to gain understanding and respect for each other’s values. This two-way process is the basis for cultural reciprocity and involves identifying cultural values, determining if you and the family are aware of each others’ assumptions and how you differ, identifying and respecting cultural differences—explaining and discussing cultural basis of assumptions, and determining the best way to adjust recommendations to match values. Cultural Reciprocity Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005 PowerPoint 1Z

29. Respect the uniqueness of families Develop personalized, trustful relationships Consider cultural issues that influence communication Recruit staff who value diversity Develop relationships with leaders of cultural groups who serve as guides Evaluate outcomes and processes Bruns & Corso, 2001 Building Positive Relationships With Families Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005 PowerPoint 1AA

30. Families vary in their adherence to cultural norms based on Primary language in home and community Educational levels Religious affiliations Country of origin, length of time in U.S., degree of acculturation, current residence Income Santos & Reese, 1999 Consider Variations Within Cultures Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005 PowerPoint 1BB

31. Families Within Cultures VaryFCM 1-07 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005 PowerPoint 1BB

32. Examine personal biases, values, and past experiences and how they may impact interactions with families. Be sensitive to families’ reactions to disability within the context of the family, community, and culture. Get to know and appreciate families and their perspectives, strengths, needs, and concerns. Honoring Diversity Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005

33. Family-Centered Practices Teams and Service Coordination Session 2 The University of North Carolina at Chapel Hill Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development InstituteProduced in collaboration with P.J. Winton and R.A. McWilliam (2002)

34. After completing this session, participants will identify, observe, and describefactors that contribute to effectively functioning teams. contrast three team models and cite the advantages and disadvantages of each. recognize families as key members of teams and describe factors that contribute to family participation on early intervention teams. Objectives Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005

35. After completing this session, participants will identify, observe, and describe the possible collaborative roles of TVIs on early intervention teams. Identify their own strengths and areas of potential growth regarding teamwork and collaboration. describe the potential roles of the official service coordinator and the required elements of service coordination. Objectives Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005

36. Members understand and accept the mission, purpose, and goals. Members have appropriate training, skills, and experience. Members practice open communication. Organizational support is available. Leadership is identified. Effective problem-solving strategies are utilized. Members have high standards and evaluation methods. Trust and support are evident. Sufficient time and resources are available. Briggs, 1993 Effective Early Intervention Teams Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005

37. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005

38. Start with general questions and statements. Offer support; follow through on commitments; listen empathetically. Restate key components; listen actively. Seek clarification. Practice nonverbal communication and passive listening. Summarize information. Model effective communication. Effective Communication Strategies Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005

39. Parents may feel estranged from the team when they are not involved in planning stages, not given meaningful roles, not prepared for meetings, or not supported in their involvement. Factors that make it difficult for parents to feel a part of a team: Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005

40. Parents may feel estranged from the team when professionals discount parent perspectives or priorities, see the child from single discipline’s perspective, or are not sensitive to the fact that they can be intimidating. Factors that make it difficult for parents to feel a part of a team: Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005

41. When parents participated in a developmental assessment, recorded their family profile, and met with a school or community liaison, the meeting that followed resulted in the parents presenting their goals and concerns first, suggesting more goals, and making more decisions. Brinckerhoff & Vincent, 1987 Increasing Family Involvement in IFSP Development Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005

42. approach early intervention from a transdisciplinary perspective in partnership with service agencies and families, know how to find information, and are critical thinkers and life-long learners who seek innovative solutions. Effective team members Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005

43. Involving Families in TeamsFCM 2-06 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005

44. Collaborative Team MeetingsFCM 2-02 Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005

45. Service coordinators support families of infants and toddlers with disabilities who are eligible for services. They do so by assisting and enabling the child and family to receive the rightful services, including procedural safeguards, authorized by the state’s early intervention program. While supporting families when needed, service coordinators also encourage families to become self-directed and empowered so they acquire the skills required for life-long advocacy for their child. Service Coordination as Defined by IDEA Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005

46. Family-Centered Practices Support-Based Early Intervention and Developing Ecomaps Session 3 The University of North Carolina at Chapel Hill Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development InstituteProduced in collaboration with R.A. McWilliam (2002)

47. After completing this session, participants will describe why all high-quality early intervention practices are considered support; contrast support and services; and describe the three types of support that should be provided to families by early interventionists. 2. discuss the importance of focusing on family strengths. Objectives Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005

48. After completing this session, participants will describe why a TVI in early intervention is interested in family members, friends, and other natural supports. demonstrate the completion of an ecomap and describe its advantages. describe how teachers of children with visual impairments (TVIs) work in collaboration with other professionals in the early intervention system to provide support to families. Objectives Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005

49. Early intervention is best described as a system of supports that enhances the capacity of families to meet the special needs of their children with disabilities. Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005

50. Services: specific, discrete activities intended to meet specific, discrete needs Support: providing or coordinating resources to meet a family’s needs Services Versus Support Early Intervention Training Center for Infants and Toddlers With Visual Impairments FPG Child Development Institute University of North Carolina at Chapel Hill February 2005