Working with Families of Children with Special Needs

Description

Successfully working with children with special needs is a unique challenge — but so is effectively working with their parents, siblings, and other family members. This helpful and engaging first edition text helps the reader understand every aspect of collaborating with and communicating with families of children with disabilities, from offering skills and strategies for success, to outlining the legal and ethical implications of educators’ work with special needs families.

 

Timely and thorough, Working With Families Of Children With Special Needs takes a close look at the individual needs of different families, including families struggling with aging special needs students, families with diverse backgrounds, and families with differing perspectives on special needs education. In addition, the text provides the reader with an array of helpful learning tools and aids.

 

Special features:

 

·        An emphasis on special needs education legislation makes certain that readers understand the most current legal aspects of the topic, including NCLB and its impact on children with special needs and their families, the Americans with Disabilities Act, and FERPA, (the Family Education Rights and Privacy Act.)

 

·        Two chapters on the historical background of families and special education give students a context in which to better understand the families of special needs students today.

 

·        Extensive material on diversity, cultural competence, and special needs education gives students the tools they need to help children and families that come from a multitude of backgrounds and experiences.

 

·        An entire chapter devoted to ethics and ethical practices as they relate to communicating and working with the families of special needs students teach readers how to abide by accepted ethical codes and standards.

 

·        Real-world scenarios and examples of how different strategies and skills can be applied when working with families of children with special needs help students reflect on how practices in the text translate to the real-life classrooms and situations.

 

·        Resources for engendering family-educator involvement provides readers with an array of current online information and hard copy sources that will help them further explore the topic of families and special needs children.

 

·        Links to the CEC and Interstate New Teacher Assessment and Support Consortium (INTASC) professional practice standards in each chapter gives readers a foundation for applying professional standards to coursework.

 

·         “A Family’s Voice” chapter highlights the varied experiences of family members of children with disabilities and presents readers with an inside look into how different families face the challenges that come with successful special needs education.  

 

For preservice students taking special education courses as well as inservice educators seeking professional development. 

 

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.

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 Outline

Chapter Objectives

Introduction

Overview of Historical and Legal Foundations of Family Involvement in Special Education

Historical Foundations of Special Education

Individuals with Disabilities Education Improvement Act (IDEA) of 2004

Procedural Safeguards: Parent Participation and Due Process

Child Find/Zero Reject

Appropriate Evaluation

Free Appropriate Public Education

Least Restrictive Environment

Individualized Education Program

The Individualized Education Program (IEP) Team

IEP Meeting

IEP Development

Extended School Year Services

Individual Family Service Plans

Individual Transition Plans

No Child Left Behind Act

Right to Educational Achievement

Applications for Parents

The Family Education Rights and Privacy Act

Access to Records

Limiting Access to Records

Amending and Destroying Records

Age of Majority

IDEA and FERPA

Section 504 of the Vocational Rehabilitation Act of 1973

The 504 Plan

The Americans with Disabilities Act

Chapter Summary

Linking Standards to Practice

Resources

CHAPTER 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 Outline

Chapter Objectives

Introduction

Historical Perspective

Historical Treatment of Individuals with Disabilities

Philosophical influences

Advocacy

Legal protection

History of Family Involvement in Education

Families and schools

Laws

Current Perspectives of Family Involvement

Overlapping spheres of influence

Model of parent involvement

Parent involvement mechanisms

Barriers to School Involvement

Profiles of Families of Children with Special Needs

Financial Stress

Social Stigmatization

Emotional Difficulty and Stress

Chapter Summary

Linking Standards to Practice

Resources

CHAPTER 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 Outline

Chapter Objectives

Introduction

Roles of Parents

Parents as Advocates

Social support advocacy

Interpersonal advocacy

Legal advocacy

Parents as Learners

Parents as Teachers

Parent and Family Characteristics

Fathers

Mothers

Isolated Parents

Extended Family

Non-traditional Family

Single or teen parents

Foster families

Gay or lesbian families

Siblings

Working with Siblings

Provide information

Acknowledge feelings

Give attention

Sibling Concerns

Sibling caretakers

Sibling interpreters

Identifying sibling difficulty

Chapter Summary

Linking Standards to Practice

Resources

CHAPTER 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 Outline

Chapter Objectives

Introduction

Overview of Communicating and Collaborating with Families

Purpose of Communication Purpose and Benefits of Collaboration

Mutual Support

Shared Knowledge

Supported Student Learning

Collaborative Practices

Collaboration and Communication with Families

Parity

Common Goals

Trust and Respect

Styles of Communication

Cultural Influences

Barriers to Communicating and Collaborating

Collaborative Attitudes

Communication Skills

Active Listening

Non-Verbal Communication

Verbal Language

Reflecting

Clarifying

Summarizing

Asking Questions

Giving and Receiving Feedback

Using Leading Strategies

Reducing Miscommunication

Problem-Solving

Resolving Conflict Constructively

Negotiating

Conflict Management Styles

Chapter Summary

Linking Standards to Chapter Content

Resources

CHAPTER 5: OVERVIEW OF DIVERSITY AMONG FAMILIES AND PROFESSIONALS

(by Nancy M. Sileo, Ed.D., & Mary Anne Prater, Ph.D.)

Chapter Outline

Chapter Objectives

Introduction

Demographics

Children receiving special education

Families

Family Structure

Family and Professional Values

Family Dynamics

Poverty

Chapter Summary

Linking Standards to Chapter Content

Resources

CHAPTER 6: CULTURAL COMPETENCE AND WORKING WITH FAMILIES FROM DIVERSE BACKGROUNDS

(by Nancy M. Sileo, Ed.D., & Mary Anne Prater, Ph.D.)

Chapter Outline

Chapter Objectives

Introduction

Cultural Competence

Multicultural Considerations for Parent Involvement

Heterogeneity Among Diverse Populations

Working with Families from Diverse Backgrounds

Family Role Patterns

American Indians or Alaska Natives

African Americans

Hispanics

Asian, Native Hawaiian, and Other Pacific Islander Americans

Language, Communication, and Culture

Non-Verbal Communication

Verbal Communication

Language Characteristics

American Indians or Alaska Natives

African Americans

Hispanics

Asian, Native Hawaiian, and Other Pacific Islander Americans

Health, Illness, and Disability Beliefs

American Indians or Alaska Natives

African Americans

Hispanics

Asian, Native Hawaiian, and Other Pacific Islander Americans

Barriers to Working Effectively with Families from Diverse Backgrounds

Strategies for Working with Families from Diverse Backgrounds

Chapter Summary

Linking Standards to Chapter Content

Resources

CHAPTER 7: UNDERSTANDING THE FAMILY PERSPECTIVE

(by Nari J. Carter, Ph.D. Candidate, Mary Anne Prater, Ph.D., & Nancy M. Sileo, Ed.D.)

Chapter Outline

Chapter Objectives

Introduction

Understanding the Professional Perspective

Understanding the Family Perspective

Coping with Disability

Appraisal

Family Cohesiveness

Social Support

Child’s Condition

Education and SES

Family Perceptions of Special Education Services

Barriers to Participating in Special Education Processes

Facilitating Family Involvement

Information

Trust

Communication

Chapter Summary

Linking Standards to Chapter Content

Resources

CHAPTER 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 Outline

Chapter Objectives

Introduction

Creating IEPs with Families

Planning and Conducting IEP Meetings

Placement

Goals

Assistive Technology

Related Services

Assessment

Transition

Strategies for Involving Students

Pre-IEP Planning and Preparation

IEP Planning and Preparation

IEP Meeting

IEP Monitoring

Chapter Summary

Linking Standards to Chapter Content

Resources

CHAPTER 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 Outline

Chapter Objectives

Introduction

Ethical Considerations on Educational Practice

Definition of Ethics

Codes of Ethics

National Education Association

National Association for the Education of Young Children

Council for Exceptional Children

The Ethical Concept of Doing No Harm

Doing No Harm with Children and Youth

Doing No Harm with Parents and Families

Strategies to Ensure Ethical Practices When Working with Families

Barriers to Ethical and Confidential Practices When Working With Families

Inadequate Communication

Educational Jargon

Lack of Trust

Myriad Points of View

Scheduling and Space Issues

Chapter Summary

Linking Standards to Chapter Content

Resources

CHAPTER 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 Outline

Chapter Objectives

Introduction

Special Considerations When Working With Families of Infants and Toddlers or Preschoolers

Working with Families of Infants and Toddlers

Individualized Family Service Plan

Statement of child’s level of development

Statement of family priorities, resources, and concerns

Major outcomes

Statement of early intervention services

Projected dates for initiation and duration of services

Service coordination

Transition plan

Working with Families of Preschoolers

Summary

Special Considerations When Working with Families of Elementary and Secondary Aged Children

Concerns of parents of elementary-aged students

Safety

Attitudes of others

Friendships

Quality of the child’s education

Working with Families with Elementary-aged Students

Volunteerism

Response to intervention

Individualized Education Programs (IEPs)

Transition to secondary schools

Summary

Working with Families with Secondary-ages Students

Individual Transition Plans

Summary

Chapter Summary

Linking Standards to Chapter Content

Resources

CHAPTER 11: Special Considerations for Families: Post-Secondary Students

(by Tessie Rose, Ph.D., Mary Anne Prater, Ph.D., & Nancy M. Sileo, Ed.D)

Chapter Outline

Chapter Objectives

Introduction

Special Considerations for Families with Adult Children with Disabilities Living at Home

Perceived benefits

Perceived challenges

Families with adult children living in community settings

Families with adult children with disabilities in post-secondary education settings

Lack of awareness

Lack of adequate preparation

Financial aid barriers

Difficulties with interagency collaboration

Recommendations for working with families of post secondary aged children

Problem solving approaches

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.

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.

·        An emphasis on special needs education legislation makes certain that readers understand the most current legal aspects of the topic, including NCLB and its impact on children with special needs and their families, the Americans with Disabilities Act, and FERPA (the Family Education Rights and Privacy Act).

 

·        Two chapters on the historical background of families and special education give students a context in which to better understand the families of special needs students today.

 

·        Extensive material on diversity, cultural competence, and special needs education gives students the tools they need to help children and families that come from a multitude of backgrounds and experiences.

 

·        An entire chapter devoted to ethics and ethical practices as they relate to communicating and working with the families of special needs students teach readers how to abide by accepted ethical codes and standards.

 

·        Chapter objectives and chapter summaries throughout the text provide readers with before and after guides that highlight key content in each section.

 

·        Real-world scenarios and examples of how different strategies and skills can be applied when working with families of children with special needs help students reflect on how practices in the text translate to real-life classrooms and situations.

 

·        Resources for engendering family-educator involvement provides students with an array of current online information and hard copy sources that will help them further explore the topic of families and special needs children.

 

·        Links to the CEC and Interstate New Teacher Assessment and Support Consortium (INTASC) professional practice standards in each chapter gives readers a foundation for applying professional standards to coursework.

 

·         “A Family’s Voice” chapter highlights the varied experiences of family members of children with disabilities and presents students with an inside look into how different families face the challenges that come with successful special needs education.  

 

·        An appendix of professional and ethical codes of the National Education Association (NEA), the council for Exceptional Children (CEC), and the National Association for the Education of Young Children (NAEYC), provides readers with immediate access to accepted professional guidelines regarding special needs education.