618: Lifelong Integration

1. 618: Lifelong Integration Supporting Families

2. React to these statements in Chapter 7 • “The family's ability to function effectively depends on how clearly the boundaries and rules of the family are defined and how cohesive and flexible the family is during the life-cycle changes” (p.250). • “Informing family members about their child’s educational or physical disabilities can be extremely sensitive and requires skills typically associated with problem-solving, collaborating, and counseling” (p.255).

3. Families today (Correa et al., 2005, 248-9) • 69% of children with 2 parents; 23% with their mother; 5% with father; 3% with neither • 1/3 of children who live with their father reside with the father’s unmarried partner as well • Just over 1/10 of the children who live with their mother live with their mother’s unmarried partner as well • 36% of homeless population have children

4. Parents Role with Special Needs • Individualized Family Serve Plans (IFSP) as Part C of P.L. 99-457 (1986) • IDEA 97 and IDEIA 04 push the role of the parent as part of the IEP team with more money for parent training and information centers and organizations • More researchers recently are finding positive or neutral effects of children with disabilities on the familial system (Cho, Singer, & Brenner, 2001) • Still, increased family stress is evident in research on families of children with disabilities (Singer, 2002).

5. Divorce and Disabilities • Researchers conclude that children are better off when a conflict-laden marriage ends (Amato & Booth, 1997) • Higher rates of divorce or separation in families of children with disabilities (Witt et al, 2003) • However, other researchers, such as Ferguson (2001), found that parents of children with developmental and intellectual disabilities show patterns of resilience and adaptation. • Some families explain that their child is a source of joy and have taught many valuable life lessons for the group (Hastings & Taunt, 2002) • Familial reactions of either strengthening or weakening vary greatly (Risdal & Singer, 2004) • What makes a family grow stronger when having a child with a disability?

6. Helping Parents Cope • Parent Support Groups can help with stress management and parent solidarity (Nixon & Singer, 1993) • Fathers who employ a problem-focused coping strategy (dealing directly with the problem) felt better about their marriages (Gavidia & Stoneman, 2006). Fathers experience more stress in such relationships (Strachen, 2006) • Mothers whose husbands employed such coping strategies felt better about their marriages (Gavidia & Stoneman, 2006). • For information on problem-focused coping go to http://www.stressanderos.org/problem-focused-coping.htm

7. Acknowledging a Disability – When Parents Grieve • Parental Conflict • “Doctor” Shopping • Defensiveness • Find the Cause • Find the Cure • Acceptance v Rejection

8. Conferencing with Parents • Trust of educators varies among parents • Meetings • Take A L A P • Avoid barriers to communication • Watch your educational vocabulary but still explain everything • avoid distance • do not blame • work with parents • avoid labeling, just describe

9. “So you want to tutor your own child?” • Home tutoring and teaching may add undue stress to the family • Suggestions • Make sessions short (20 minutes max) • Enjoy the time and make it positive • Incorporate high child involvement • Keep a running record for me to review • Reteach and support our class lesson • Warn me before you teach something new

10. Parental Rights • IEP member (with rights to educational records) • Due Process • A set of legal procedures to ensure the fairness of education al decisions and the accountability of both professionals and parents in making those decisions. • The parent can call a hearing when they do not agree with the school’s plan for their child; outside and independent evaluation at public expense • State mediator allowed to work with both parties • Attorney fees are reimbursed if parent prevails

11. Communicating with Parents • Turnbull and Turnbull (2001) with the Beach Center for Families of Children with Disabilities (as listed in Correa et al, 2005, p. 262): • Professionals must understand and appreciate the personalities and behaviors of team members • Both parties must respect and trust each other • Relationship must be viewed as a partnership

12. Supporting Families • Examine the list on page 269-270 • Establish an advisory committee on family – pro goals • Gather extensive info on strengths and needs • Identify needs for school involvement • Develop manuals on policies for parents to follow and support • Provide videotapes on how to instruct and support • Involve families in class projects • Develop a survival vocab list in the native language • Provide lists of care and sitting • Include parents in all meetings including transition • (and 12) Contact and communicate with all parents • Organize a parent call line or tree 13. Design full service schools

13. Questions • Which of the strategies on the pages 269-270 list could be applied in your current or future setting? How? • A family seems to be having difficulty at home with their child who has been labeled as having developmental delays. What might you do to help?