Working with Families of Children with Special Needs

Family and Professional Partnerships and Roles

Häftad, Engelska, 2011

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An engaging discussion of the legal, ethical, practical, and cultural considerations of working with families of special needs children.

With a strong focus on the families of special needs children, this first edition text provides students with both the information to understand the challenges and needs of these families as well as the skills and strategies required of educators working with such families. Containing a thorough discussion of the common legal and ethical concerns surrounding children with special needs and their families, this book also emphasizes the many individual differences among families. With that in mind, the authors focus on diversity in families with special needs children, cultural considerations, age, and communication with special needs families. In addition, a distinctive final chapter called “A Family’s Voice,” gives students the special opportunity to hear about the unique thoughts and experiences of a large selection of family members of children with special needs.

Produktinformation

Utgivningsdatum2011-08-11
Mått189 x 236 x 11 mm
Vikt420 g
FormatHäftad
SpråkEngelska
Antal sidor328
Upplaga1
FörlagPearson Education
ISBN9780137147403

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Nancy M. Sileo, Ed.D. is a professor of early childhood special education at the University of Nevada Las Vegas and has worked in the field of ECSE for more than 18 years. Her current interests include early intervention, family involvement in special education, HIV/AIDS prevention education, and ethical issues in HIV/AIDS prevention education and special education teacher education. Dr. Sileo has been involved with teacher education for special education for 12 years and currently serves as Director of Teacher Education in the College of Education at UNLV. In addition, she has been a member of CEC for over 17 years and is actively involved in TED and DEC. Dr. Sileo is author and co-author of a number of publications related to HIV/AIDS prevention education and research, as well as numerous publications in the field of special education teacher education.Mary Anne Prater, Ph.D. is a professor and chair of the Department of Counseling Psychology and Special Education at Brigham Young University and has been a teacher educator for over 20 years. Prior to being employed at BYU, she was a professor at the University of Hawaii at Manoa and Southern Illinois University at Carbondale. Her interests and expertise include special education teacher education, cultural and linguistic diversity issues in special education, instructional strategies for students with mild disabilities and the portrayal of disabilities in children’s literature. Dr. Prater has published five books and over 80 articles and chapters. She has been an active member of CEC and various divisions of CEC for over 25 years.

CHAPTER 1: HISTORICAL AND LEGAL FOUNDATIONS OF FAMILY INVOLVEMENT IN SPECIAL EDUCATION (by Betty Y. Ashbaker, Ph.D., Tina T. Dyches, Ed.D., Mary Anne Prater, Ph.D., & Nancy M. Sileo, Ed.D.)Chapter OutlineChapter ObjectivesIntroductionOverview of Historical and Legal Foundations of Family Involvement in Special EducationHistorical Foundations of Special EducationIndividuals with Disabilities Education Improvement Act (IDEA) of 2004Procedural Safeguards: Parent Participation and Due ProcessChild Find/Zero RejectAppropriate EvaluationFree Appropriate Public EducationLeast Restrictive EnvironmentIndividualized Education ProgramThe Individualized Education Program (IEP) TeamIEP MeetingIEP DevelopmentExtended School Year ServicesIndividual Family Service PlansIndividual Transition PlansNo Child Left Behind ActRight to Educational AchievementApplications for ParentsThe Family Education Rights and Privacy ActAccess to RecordsLimiting Access to RecordsAmending and Destroying RecordsAge of MajorityIDEA and FERPASection 504 of the Vocational Rehabilitation Act of 1973The 504 PlanThe Americans with Disabilities ActChapter SummaryLinking Standards to PracticeResourcesCHAPTER 2: HISTORICAL AND CURRENT PERSPECTIVES OF FAMILY INVOLVEMENT (by Michelle T. Tannock, Ph.D., Nari J. Carter, Ph.D. Candidate, Mary Anne Prater, Ph.D., & Nancy M. Sileo, Ed.D.)Chapter OutlineChapter ObjectivesIntroductionHistorical PerspectiveHistorical Treatment of Individuals with DisabilitiesPhilosophical influencesAdvocacyLegal protectionHistory of Family Involvement in EducationFamilies and schoolsLawsCurrent Perspectives of Family InvolvementOverlapping spheres of influenceModel of parent involvementParent involvement mechanismsBarriers to School InvolvementProfiles of Families of Children with Special NeedsFinancial StressSocial StigmatizationEmotional Difficulty and StressChapter SummaryLinking Standards to PracticeResourcesCHAPTER 3: FAMILY MEMBERS' ROLES AND CHARACTERISTICS (by Michelle T. Tannock, Ph.D., Nari J. Carter, Ph.D. Candidate, Mary Anne Prater, Ph.D., & Nancy M. Sileo, Ed.D.)Chapter OutlineChapter ObjectivesIntroductionRoles of ParentsParents as AdvocatesSocial support advocacyInterpersonal advocacyLegal advocacyParents as LearnersParents as TeachersParent and Family CharacteristicsFathersMothersIsolated ParentsExtended FamilyNon-traditional FamilySingle or teen parentsFoster familiesGay or lesbian familiesSiblingsWorking with SiblingsProvide informationAcknowledge feelingsGive attentionSibling ConcernsSibling caretakersSibling interpretersIdentifying sibling difficultyChapter SummaryLinking Standards to PracticeResourcesCHAPTER 4: COMMUNICATING AND COLLABORATING WITH FAMILIES (by Wendy W. Murawski, Ph.D., Nari J. Carter, Ph.D. Candidate, Nancy M. Sileo, Ed.D.), & Mary Anne Prater, Ph.D.)Chapter OutlineChapter ObjectivesIntroductionOverview of Communicating and Collaborating with FamiliesPurpose of Communication Purpose and Benefits of CollaborationMutual SupportShared KnowledgeSupported Student LearningCollaborative PracticesCollaboration and Communication with FamiliesParityCommon GoalsTrust and RespectStyles of CommunicationCultural InfluencesBarriers to Communicating and CollaboratingCollaborative AttitudesCommunication SkillsActive ListeningNon-Verbal CommunicationVerbal LanguageReflectingClarifyingSummarizingAsking QuestionsGiving and Receiving FeedbackUsing Leading StrategiesReducing MiscommunicationProblem-SolvingResolving Conflict ConstructivelyNegotiatingConflict Management StylesChapter SummaryLinking Standards to Chapter ContentResourcesCHAPTER 5: OVERVIEW OF DIVERSITY AMONG FAMILIES AND PROFESSIONALS (by Nancy M. Sileo, Ed.D., & Mary Anne Prater, Ph.D.)Chapter OutlineChapter ObjectivesIntroductionDemographicsChildren receiving special educationFamiliesFamily StructureFamily and Professional ValuesFamily DynamicsPovertyChapter SummaryLinking Standards to Chapter ContentResourcesCHAPTER 6: CULTURAL COMPETENCE AND WORKING WITH FAMILIES FROM DIVERSE BACKGROUNDS(by Nancy M. Sileo, Ed.D., & Mary Anne Prater, Ph.D.)Chapter OutlineChapter ObjectivesIntroductionCultural CompetenceMulticultural Considerations for Parent InvolvementHeterogeneity Among Diverse PopulationsWorking with Families from Diverse BackgroundsFamily Role PatternsAmerican Indians or Alaska NativesAfrican AmericansHispanicsAsian, Native Hawaiian, and Other Pacific Islander AmericansLanguage, Communication, and CultureNon-Verbal CommunicationVerbal CommunicationLanguage CharacteristicsAmerican Indians or Alaska NativesAfrican AmericansHispanicsAsian, Native Hawaiian, and Other Pacific Islander AmericansHealth, Illness, and Disability BeliefsAmerican Indians or Alaska NativesAfrican AmericansHispanicsAsian, Native Hawaiian, and Other Pacific Islander AmericansBarriers to Working Effectively with Families from Diverse BackgroundsStrategies for Working with Families from Diverse BackgroundsChapter SummaryLinking Standards to Chapter ContentResourcesCHAPTER 7: UNDERSTANDING THE FAMILY PERSPECTIVE (by Nari J. Carter, Ph.D. Candidate, Mary Anne Prater, Ph.D., & Nancy M. Sileo, Ed.D.)Chapter OutlineChapter ObjectivesIntroductionUnderstanding the Professional PerspectiveUnderstanding the Family PerspectiveCoping with DisabilityAppraisalFamily CohesivenessSocial SupportChild's ConditionEducation and SESFamily Perceptions of Special Education ServicesBarriers to Participating in Special Education ProcessesFacilitating Family InvolvementInformationTrustCommunicationChapter SummaryLinking Standards to Chapter ContentResourcesCHAPTER 8: CREATING IEPS WITH FAMILIES AND STRATEGIES FOR INVOLVING STUDENTS (by Nari J. Carter, Ph.D. Candidate, Mary Anne Prater, Ph.D., & Nancy M. Sileo, Ed.D.)Chapter OutlineChapter ObjectivesIntroductionCreating IEPs with FamiliesPlanning and Conducting IEP MeetingsPlacementGoalsAssistive TechnologyRelated ServicesAssessmentTransitionStrategies for Involving StudentsPre-IEP Planning and PreparationIEP Planning and PreparationIEP MeetingIEP MonitoringChapter SummaryLinking Standards to Chapter ContentResourcesCHAPTER 9: OVERVIEW OF DIVERSITY AMONG FAMILIES AND PROFESSIONALS (by Jane M. Sileo, Ed.D., Nancy M. Sileo, Ed.D., & Mary Anne Prater, Ph.D.)Chapter OutlineChapter ObjectivesIntroductionEthical Considerations on Educational PracticeDefinition of EthicsCodes of EthicsNational Education AssociationNational Association for the Education of Young ChildrenCouncil for Exceptional ChildrenThe Ethical Concept of Doing No HarmDoing No Harm with Children and YouthDoing No Harm with Parents and FamiliesStrategies to Ensure Ethical Practices When Working with FamiliesBarriers to Ethical and Confidential Practices When Working With FamiliesInadequate CommunicationEducational JargonLack of TrustMyriad Points of ViewScheduling and Space IssuesChapter SummaryLinking Standards to Chapter ContentResourcesCHAPTER 10: Special Considerations for Families: Birth through High School (by Tessie Rose, Ph.D., Mary Anne Prater, Ph.D., & Nancy M. Sileo, Ed.D)Chapter OutlineChapter ObjectivesIntroductionSpecial Considerations When Working With Families of Infants and Toddlers or PreschoolersWorking with Families of Infants and ToddlersIndividualized Family Service PlanStatement of child's level of developmentStatement of family priorities, resources, and concernsMajor outcomesStatement of early intervention servicesProjected dates for initiation and duration of servicesService coordinationTransition planWorking with Families of PreschoolersSummarySpecial Considerations When Working with Families of Elementary and Secondary Aged ChildrenConcerns of parents of elementary-aged studentsSafetyAttitudes of othersFriendshipsQuality of the child's educationWorking with Families with Elementary-aged StudentsVolunteerismResponse to interventionIndividualized Education Programs (IEPs)Transition to secondary schoolsSummaryWorking with Families with Secondary-ages StudentsIndividual Transition PlansSummaryChapter SummaryLinking Standards to Chapter ContentResourcesCHAPTER 11: Special Considerations for Families: Post-Secondary Students (by Tessie Rose, Ph.D., Mary Anne Prater, Ph.D., & Nancy M. Sileo, Ed.D)Chapter OutlineChapter ObjectivesIntroductionSpecial Considerations for Families with Adult Children with Disabilities Living at HomePerceived benefitsPerceived challengesFamilies with adult children living in community settingsFamilies with adult children with disabilities in post-secondary education settingsLack of awarenessLack of adequate preparationFinancial aid barriersDifficulties with interagency collaborationRecommendations for working with families of post secondary aged childrenProblem solving approaches