Assignment 509

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Instruction of Students withInstruction of Students with Severe DisabilitiesSevere Disabilities

Eighth EditionEighth Edition Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell

Chapter 2 Fostering Family–

Professional Partnerships

Developed by: Name, Affiliation

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

Fostering Family–Professional Partnerships (2.2)Fostering Family–Professional Partnerships (2.2)

• Individuals with Disabilities Education Act (IDEA): PARENTAL RIGHTS & RESPONSIBILITIES

• A FAMILY SYSTEMS PERSPECTIVE

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

IDEA: PARENTAL RIGHTS & RESPONSIBILITIESIDEA: PARENTAL RIGHTS & RESPONSIBILITIES IDEA’s Six Principles (2.3)IDEA’s Six Principles (2.3)

 IDEA’s Six Principles • Zero Reject • Nondiscriminatory Evaluation • Appropriate Education • Least Restrictive Environment • Parent and Student Participation in

Shared Decision Making • Procedural Due Process

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

IDEA’s Six Principles (2.4)IDEA’s Six Principles (2.4)

• Zero Reject: No student with a disability may be denied a free and appropriate education, regardless of the severity of the student’s disability

• Nondiscriminatory Evaluation: Evaluations must be unbiased and take into consideration students’ language, culture, and other traits

• Appropriate Education: An appropriate education is one that is guided by an IFSP or IEP that complies with IDEA processes and provides benefit to the student

• Least Restrictive Environment: An environment in which the student is educated to the maximum extent possible with their peers without disabilities

• Parent & Student Participation in Shared Decision Making: Shared decision making occurs when parents and students have an active voice in the development of educational programs and the implementation of IDEA principles

• Procedural Due Process: A process ensuring fairness in the consideration of evidence in which parents and educators hold each other accountable for the provision of FAPE.

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

IDEA: PARENTAL RIGHTS & RESPONSIBILITIESIDEA: PARENTAL RIGHTS & RESPONSIBILITIES (2.5) (2.5)

• Supporting Families to Be Educational Advocates  Ensure families are equal partners in decision-

making  Provide families with resources so they can

make informed decisions  Invite families to participate in the school

culture and governance committees  Recognize and respect families culture,

strengths, and needs

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

• What is a system?  A “set of elements standing in inter-relation

among themselves and with the environment” Bertalanffy, 1975, p. 159

• How does a systems approach apply to famlies?  It assumes that families operate in an inter-

connective fashion in which all family interactions have an impact on the family as a whole

A Family Systems Perspective (2.6)A Family Systems Perspective (2.6)

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

A FAMILY SYSTEMS PERSPECTIVEA FAMILY SYSTEMS PERSPECTIVE Family Characteristics (2.7)Family Characteristics (2.7)

• Characteristics of the family  Size of family  Socio-economic status  Culture

• Personal characteristics of family members  Physical and mental health status of individual family members  Type of child’s disability and level of support needed  Age

• Special Challenges  Parent changing or losing a job  Death of a family member  Poverty

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

A FAMILY SYSTEMS PERSPECTIVEA FAMILY SYSTEMS PERSPECTIVE Family Interaction (2.8)Family Interaction (2.8)

• Family Subsystems represent the different types of family interactions among members of a family

• Four types of family subsystems are:  Marital subsystem: Interactions between the parents, including

parents who are in same-sex marriages.  Parental subsystem: Interactions between a parent and a child in the

family  Sibling subsystem: Interactions between a child and his or her siblings  Extended family subsystem: Interactions between the whole family or

individual family members with other relatives, friends, neighbors, and professionals

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

• Establishing Balance: Cohesion and Flexibility  Cohesion: The emotional bond that family

members share with each other  Flexibility: How families express leadership and

organization and negotiate the relationship roles within the family

A FAMILY SYSTEMS PERSPECTIVEA FAMILY SYSTEMS PERSPECTIVE Family Interaction (2.9)Family Interaction (2.9)

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

• Examples of Cohesion and Flexibility  Cohesion • Family members listen intently to one

another • Family members provide each other with

emotional support  Flexibility • Family members share household

responsibilities • Family members understand and respond

appropriately to changes

A FAMILY SYSTEMS PERSPECTIVEA FAMILY SYSTEMS PERSPECTIVE Family Interaction (2.9)Family Interaction (2.9)

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

A FAMILY SYSTEMS PERSPECTIVE A FAMILY SYSTEMS PERSPECTIVE Family Functions (2.10)Family Functions (2.10)

• Economic Needs: Families need financial resources for both short-term and long term expenses to meet the needs of all members of the family, including the member with a disability. Some of these needs include:  Food  Shelter  Specialized equipment, medicine, therapy, and other

resources to care for the child with a disability  Retirement  Long-term care for child with a disability

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

• Socialization Needs: Families value the opportunity for their son or daughter with a disability to have meaningful friendships and take part in social activities with their peers without disabilities. A few strategies to address socialization needs include:  Peer buddies  Social skills training  Use of prompts to encourage social initiations and

responding  Parents, teachers, peers, and others as friendship

facilitators

A FAMILY SYSTEMS PERSPECTIVE A FAMILY SYSTEMS PERSPECTIVE Family Functions (2.11)Family Functions (2.11)

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

A FAMILY SYSTEMS PERSPECTIVEA FAMILY SYSTEMS PERSPECTIVE Family Life Cycle (2.12)Family Life Cycle (2.12)

• Life Cycle Stages: Life cycle stages describe the series of developmental stages characterized by periods of time in which the family functions. We describe six such stages:  Birth and early childhood  Elementary school  Adolescence  Early adulthood  Middle adulthood  Aging

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

• Early Childhood  Provide parents with resources and tips to assist with

child separation anxiety (e.g., books parents can read to their child about the first day of school; leaving the child with others for short periods).

 Provide information about various preschools in the community to assist parents with decision-making.

 Encourage participation in “Parent to Parent” programs (www.p2pusa.org), in which veteran parents are matched in one-to-one relationships with parents who are just beginning the transition process.

Family-Professional Partnerships for Successful Family-Professional Partnerships for Successful Transitions (2.13)Transitions (2.13)

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

• Childhood  Provide parents with an overview of curricular

options.

 Ensure that IEP meetings provide an empowering context for family collaboration.

 Encourage participation in “Parent to Parent” matches, workshops, or family support groups to discuss transitions with others.

Family-Professional Partnerships for Successful Family-Professional Partnerships for Successful Transitions (2.14)Transitions (2.14)

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

• Adolescence  Assist families and adolescents in identifying

community leisure-time activities.

 Incorporate into the IEP skills that will be needed in future career and vocational programs.

 Visit or become familiar with a variety of career and living options.

Family-Professional Partnerships for Successful Family-Professional Partnerships for Successful Transitions (2.15)Transitions (2.15)

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

• Adulthood  Provide preferred information to families about

guardianship, estate planning, wills, and trusts.

 Assist family members in transferring responsibilities to the individual with the exceptionality, other family members, or service providers, as appropriate.

 Assist the young adult or family members with career or vocational choices.

Family-Professional Partnerships for Successful Family-Professional Partnerships for Successful Transitions (2.16)Transitions (2.16)

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

• Life Cycle Transitions: Life Cycle transitions represent the periods of change when families move from one developmental stage to another.

• Families experience both joys and challenges as their children transition from one developmental stage to the next

A FAMILY SYSTEMS PERSPECTIVEA FAMILY SYSTEMS PERSPECTIVE Family Life Cycle (2.17)Family Life Cycle (2.17)

Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell

• Some of these experiences include:  Separation anxiety upon their child

entering daycare or public school for the first time

 Transitioning from elementary to junior high school

 Celebration of religious and cultural milestones in a child’s life

 Preparing for their child’s first job or attendance at college

A FAMILY SYSTEMS PERSPECTIVEA FAMILY SYSTEMS PERSPECTIVE Family Life Cycle (2.17)Family Life Cycle (2.17)

PowerPoint Presentation
Fostering Family–Professional Partnerships (2.2)
IDEA: PARENTAL RIGHTS & RESPONSIBILITIES IDEA’s Six Principles (2.3)
IDEA’s Six Principles (2.4)
IDEA: PARENTAL RIGHTS & RESPONSIBILITIES (2.5)
A Family Systems Perspective (2.6)
A FAMILY SYSTEMS PERSPECTIVE Family Characteristics (2.7)
A FAMILY SYSTEMS PERSPECTIVE Family Interaction (2.8)
A FAMILY SYSTEMS PERSPECTIVE Family Interaction (2.9)
Slide 10
A FAMILY SYSTEMS PERSPECTIVE Family Functions (2.10)
A FAMILY SYSTEMS PERSPECTIVE Family Functions (2.11)
A FAMILY SYSTEMS PERSPECTIVE Family Life Cycle (2.12)
Family-Professional Partnerships for Successful Transitions (2.13)
Family-Professional Partnerships for Successful Transitions (2.14)
Family-Professional Partnerships for Successful Transitions (2.15)
Family-Professional Partnerships for Successful Transitions (2.16)
A FAMILY SYSTEMS PERSPECTIVE Family Life Cycle (2.17)
Slide 19