Conversations about Classroom Management

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Behavior Management: Principles and Practices of Positive Behavior Supports

Fourth Edition

Chapter 2

Partnering with Families

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Learning Objectives (1 of 2)

2.1 Describe how education reform has affected the partnerships between families and professionals, and how education reforms are relevant to positive behavioral interventions and supports (P B I S).

2.2 List and describe the six types of involvement from Epstein’s model of family–professional partnerships.

2.3 Discuss the historical and current roles of families through special education.

Learning Objectives (2 of 2)

2.4 Delineate the legislative mandate for partnerships and parent involvement.

2.5 Define and differentiate among the terms partnership, empowerment, collaboration, parent involvement, and family-centered supports and services.

2.6 Describe and provide examples of the desired roles of families in the development, implementation, and evaluation of P B I S.

2.7 Summarize research literature that supports the roles of parents and families related to P B I S.

Key Terms (1 of 2)

Alliance

Behavioral Interventions and Supports

Collaboration

Empowerment

Family-Centered Support

Intervention

No Child Left Behind

Parent Involvement and Participation

Key Terms (2 of 2)

Partnership

Reform

Response to Intervention (R t I)

Special Education Principles

The Nature of Families and Partnerships in Education (1 of 2)

A partnership is characterized by a sense of sharing and common purpose, a close, cooperative working relationship, and a reasonable balance of rights and responsibilities between two parties.

A common assumption in education is that parent and family involvement is critical and the best predictor of academic success for children and youth in school.

The Nature of Families and Partnerships in Education (2 of 2)

Families are becoming more diverse in structure and function.

The relationships between parents and other family members and various educational environments and professionals have evolved over the years.

Education Reform and Families

The term “reform” suggests that actions are taken to improve the form or condition of something and to put an end to ineffectiveness.

Reform efforts hopefully are driven by empirical evidence and systematic deliberations along with the wishes and needs of consumers.

General Education Reform

Epstein’s six types of involvement

Type 1: Basic obligations of families for parenting

Type 2: Basic obligations of schools for communicating

Type 3: Involvement at school through volunteering

Type 4: Involvement in learning activities at home

Type 5: Involvement in decision making and leadership roles

Type 6: Collaborations and exchanges with the community

Source: Epstein, J. L., Coates, L., Salinas, K. C., Sanders, M. G., & Simon, B. S. (1997). School, family, and community partnerships: Your handbook for action. Thousand Oaks, C A: Corwin Press.

Special Education Reform

Historical roles of parents in special education have changed.

Relationship between reform and partnerships has been reciprocal.

Legislation has been the foundation for the establishment and refinement of the family-professional partnerships in special education.

Historical Roles of Parents in Special Education

Parents as the Source 1880–1960

Parents as Organization Members 1930s–Present

Parents as Service Developers 1950s–1960s

Parents as Recipients of Professional Decisions 1960s–1970s

Parents as Teachers 1960s–1980s

Parents as Political Advocates 1970–Present

Parents as Educational Decision Makers 1975–Present

Families as Partners and Educational Decision Makers 1990s–Present

Legislative Influence

Pennsylvania Association for Retarded Citizens (P A R C)(1972)

Mills v. Board of Education of the District of Columbia (1972)

P.L. 94-142, the Education for All Handicapped Children Act (E A H C A) (1975)

P.L. 99-372, The Handicapped Children’s Protection Act (1986)

P.L. 99-457, the Education of the Handicapped Amendments of 1986

P.L. 101-476, the Individuals with Disabilities Education Act (I D E A) (1990)

P.L. 105-17, the Individuals with Disabilities Education Act Amendments of 1997

I D E A Reauthorization of 2004

The Parent Participation Principle

Principle Six – Parent Participation

Addresses parents’ rights to have access to the records of their children as well as control of others’ access to their records

Unified Systems Reform

Movement to restructure schooling and education to merge special education and general education

Has focused attention on the educational needs of all children

Has blurred the lines between children who have disabilities and their age peers and classmates who do not have disabilities

Has been suggested (Kleinhammer-Tramill & Gallagher, 2002) that the National Goals 2000 legislation was the point at which the general education and special education converged

Has incorporated N C L B and R t I Initiatives

Building Reliable Alliances

Family-centeredness

Parent involvement and participation

Partnership

Collaboration

Empowerment

Reliable alliance

Parents and Special Education: The Paradigm Shift

Parent Contribution Helpful in a Limited Way

Active Participation of Parents Subject to Professional Direction

Professional-Family Partnership

Positive Behavior Interventions and Supports and the Family-Professional Partnership

I D E A Guidance

The law mandates that positive behavior supports and interventions be provided when appropriate, and it stresses the importance of a team approach, in which parents are partners with educators and other professionals.

Positive Behavior Supports and the Parent-Professional Partnership

The Behavior Support Team

The central substantive participation of family members on the team is how a reliable alliance, partnership, and collaboration are manifest.