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Students and Family

Students and Family. Partnerships between Educators and Families Sandra Amaya, Chelsea Laux and Sharon Thompson. Advance Organizer. What constitutes a family? What are cultural considerations in family collaboration? How do parents respond to their child’s disability?

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Students and Family

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  1. Students and Family Partnerships between Educators and Families Sandra Amaya, Chelsea Laux and Sharon Thompson

  2. Advance Organizer • What constitutes a family? • What are cultural considerations in family collaboration? • How do parents respond to their child’s disability? • How do parents view inclusion? • What is the impact of father involvement? • How do siblings feel? • What does home-school collaboration look like? • Why and how do teachers communicate with parents?

  3. What Constitutes a Family? • Changes in family structure • Numerous family arrangements exist • Families need understanding and support

  4. Cultural Considerations • Ask what language is spoken at home and by which members • Goals should reflect family norms • Respect child rearing practices of the culture • Be aware of cultural issues related to the disability

  5. Responses to Disability (adapted from Smith, 1997) • Denial • Anger • Grief • Fear • Guilt • Confusion • Powerlessness • Disappointment • acceptance

  6. Parents’ Views on Inclusion • Some struggle with the issue of inclusion • Positive perceptions • Mixed feelings (see p. 75 table 3.3 statements by parents)

  7. Involvement of Fathers • Children are more likely to earn higher grades and less likely to repeat a grade if fathers are involved (whether father living with child or not) • Many fathers have low involvement • Relationship between fathers’ involvement and children’s success is important

  8. Involvement of Siblings • Lifelong and changing need for information • Can have feelings of isolation and/or guilt • Can have feelings of resentment • May have a perceived pressure to achieve • May have increased caregiving demands • May have concerns about their role in their sibling’s future

  9. Home-School Collaboration • Informal exchanges • Parent observations • Telephone calls • Written notes • Home visits • Formal meetings • IEP meetings • IFSP meetings • Mediation

  10. *Communicating with Parents • Required by IDEA • Represents best practice • Increases family involvement (***see Brandes (2005) recommendations to enhance communication)

  11. *Communicating with parents cont’d • Informal exchanges • Parent observations • Phone calls • Written notes • Electronic communication • Home visits • Formal meetings (IEP & IFSP) • Mediation • Cross-cultural considerations • Common concerns

  12. Home-Based Intervention • Providing reinforcement and encouragement • Providing instructional support • Providing homework support

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