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0 Parents As Leaders ©2008, University of Vermont and PACER Center Parents as Leaders PCL Module 1 ©2008, University of Vermont and PACER Center
1 Parents As Leaders ©2008, University of Vermont and PACER Center Parents as Leaders: Module Objectives Define leadership as it relates to participants and their current and future roles as parent leaders Describe the critical roles that parents of individuals with disabilities have played in the history of education of children with disabilities State personal concerns regarding parents’ roles as leaders and advocates
2 Parents As Leaders ©2008, University of Vermont and PACER Center Essential Questions How do you define leadership? In what ways do you see yourself as a leader? In what ways have the work of parent advocates contributed to the development of educational policies and practices related to children with disabilities?
3 Parents As Leaders ©2008, University of Vermont and PACER Center Agenda: Parents as Leaders Defining leadership (20 minutes) Why parent leadership?: Historical and contemporary importance of parents as advocates and leaders (20 minutes) Concerns and issues of parent leaders (10 minutes) Leadership self-assessment (10 minutes)
4 Parents As Leaders ©2008, University of Vermont and PACER Center Defining Leadership: A Think, Pair Share Activity Take 2 – 3 minutes thinking about and writing down your definition of parent leadership, including your personal experiences as a leader. Find 2 – 3 people to talk with about your definitions. Come up with a single definition to share with the whole group. Share your definition with the group. All responses will be recorded.
5 Parents As Leaders ©2008, University of Vermont and PACER Center Why Parent Leadership: Historical and Contemporary Influences You will be viewing a power point slide show that outlines some ways in which parents have advocated on behalf of children with disabilities in their schools and communities. It is clear that these parent leaders have helped to shape the history and services for children with disabilities and their families. As you view the presentation, think about your own stories and experiences with leadership and advocacy.
6 Parents As Leaders ©2008, University of Vermont and PACER Center Parent Leaders: Contributions to Disability Policies and Practices
7 Parents As Leaders ©2008, University of Vermont and PACER Center Parents as Leaders: Pre-IDEA 1933: Five mothers of children with mental retardation in Cuyahoga County, OH organize to protest schools’ exclusion of their children. Result: A special class in the public school 1950: 42 parents and others meet in Minneapolis on behalf of children with mental retardation. Result: Establishment of the ARC
8 Parents As Leaders ©2008, University of Vermont and PACER Center Parents as Leaders: Pre IDEA 1949: Parent of a child with cerebral palsy founds the United Cerebral Palsy Association 1960s: Parents of children with mild to severe retardation sue the state of Pennsylvania to obtain a “free and appropriate education” for all students with disabilities.
9 Parents As Leaders ©2008, University of Vermont and PACER Center Parents as Leaders: Moving to the IDEA ARC members, professionals, and other parents continue to lobby hard for federal legislation for children with disabilities. Result: The Education for All Handicapped Children Act, now known as the IDEA. The IDEA contains provisions requiring parents to be members of IEP teams, to participate as educational decision-makers, and to have the right to due process.
10 Parents As Leaders ©2008, University of Vermont and PACER Center Current Roles for Parent Leaders Policy makers/advisors/consultants Program evaluators Members of task forces Advisory board members Leaders of parent advocacy groups Grant reviewers Members of boards of trustees Group facilitators
11 Parents As Leaders ©2008, University of Vermont and PACER Center Benefits of Parents as Leaders Benefits to programs and services: Providing parent perspectives Bringing a sense of reality to ideas and tasks Improving the quality of services and supports Ensuring that programs and policies meet the needs of families
12 Parents As Leaders ©2008, University of Vermont and PACER Center Benefits of Parents as Leaders Benefits to parents and professionals Enhancing skills Working from a strengths perspective Seeing others’ points of view Appreciating the expertise of the other Acting on a vision
13 Parents As Leaders ©2008, University of Vermont and PACER Center Challenges to Parents Professional reluctance and resistance to viewing parents as partners and leaders Professional reluctance to “overburden” families Fear of the things parents might ask for Parents’ reluctance or fear of assuming new roles Administrative and organizational barriers
14 Parents As Leaders ©2008, University of Vermont and PACER Center Parents as Leaders: What’s the Vision? Leadership is an attitude and a behavior, not a position Leadership needs to be based in reality, not on political views Leadership can be shared Leadership can be collaborative Leadership can be learned
15 Parents As Leaders ©2008, University of Vermont and PACER Center Discussion Questions What are your dreams for parent leadership? What barriers stand in the way of you and other parents? What steps might you and others take to expand your leadership experiences and opportunities?
Integrating the NASP Practice Model Into Presentations: Resource Slides Referencing the NASP Practice Model in professional development presentations helps.
Illinois Department of Children and Family Services, Pathways to Strengthening and Supporting Families Program April 15, 2010 Division of Service Support,
World’s Largest Educational Community
1 Alignment of Inclusive Pre-School Learning Environments and Quality Rating Improvement System 391 Grant Funding Board Presentation April 10, 2012.
Cross-National Survey of School Principal Daniel Pop Education Support Program Open Society Institute.
Gaining Senior Leadership Support for Continuity of Operations
Mathematics and Special Education Leadership Protocols Protocol 4: Aligning Barriers & Strategies Developed in collaboration with the MA DESE, the MA Math.
Special Education Survey Barnstable Public Schools September 17 – October 2, 2012.
This We Believe: Keys to Educating Young Adolescents The position paper of the Association for Middle Level Education.
Mississippi Special Education Advisory Panel Annual Report to the State Board of Education July 2009.
1 Listening and Asking Clarifying Questions ©2008, University of Vermont and PACER Center Listening and Asking Clarifying Questions PCL Module 6.
0 Solving Problems in Groups ©2008, University of Vermont and PACER Center Solving Problems in Groups PCL Module 9.
Collaborating with Families: Partnering for Success
Stakeholders and the Public
Transition IEP Using Your IEP to Plan for Your Life After High School
Objectives Define various approaches to dealing with conflict
1 SUPPORTING MY CHILD AT HOME AND AT SCHOOL Los Angeles Unified School District Division of Special Education.
Team Structure The ratio of We’s to I’s is the best indicator of the development of a team. –Lewis B. Ergen NEXT: ®
Active Student Participation Inspires Real Engagement
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