Engaging Families in Special Education Moving from Decision Listeners to Partners in Decision Making

What is the Purpose of Special Education?

What Parents Experience or Perceive “Teachers didn’t care about my child like I do. It often feels like my child is just another child who will fall through the cracks if I don’t demand things. I do know there are good educators out there who are interested in the children with disabilities but I often feel like educators don’t understand what I am saying. I want to speak a lot but I don’t feel that the teachers want to listen to what I am saying.” “ I felt intimidated. I was the only one there my husband was not with me. I walked in the room and all the teachers and members were seated waiting for me. They all had papers in front of them and I had my purse. I didn’t have a clue who these people were and they went around the table and introduced themselves very professionally names and titles. I didn’t know what an LEA or a Case Manager was or what it had to do with my son. The next few minutes were spent discussing all that my son wasn’t going to do, cannot do, or probably would not do. They had everything planned out and it was all already on paper. I didn’t have a chance”.

Shared Decision Making is About Movement of all team members. Moving all members of the team from: Dreams to reality Judgement to caring Intimidation to confidence Defensive to trusting Despair to hope

Parents need to know that special education is about Dreams and Visions High Expectations, Specialized Instruction, and Related Aids and Supports Future Special Education is More Than a Meeting or a Form

What is Family Engagement? Family Involvement Family Empowerment Family and Student Preparation

Family and Student Preparation Family engagement Family Involvement Family Empowerment Family and Student Preparation Families intimate knowledge of and experience with their child informs the IEP Families provide information about their child Families participate in the entire planning process including: Evaluation and Assessment Evaluation of student program IEP planning and meetings DECISION MAKING Families participate in instruction and service delivery Families participate in natural support networks Families participate in system and program policy development Families concerns are represented in school governance Information and training about services and supports provided throughout special education experience Information provided in culturally responsive and respectful manner Structured method to identify family needs on a continuous basis Pre-IEP planning activities with families Supports provided to youth to engage in planning throughout special education experience Students and families are linked with outside agencies and supports throughout special education and continuing through transition Family and student learning and preparation Setting high expectations Advocacy for parents and youth Special Education Related Aids and Supports Parental Rights Community Resources and agencies Natural supports Disability training Legal issues

The family role We don’t look at family involvement in terms of specific roles and responsibilities but we should. Support families to understand: How to set high expectations How to help youth to learn to set high expectations for themselves Being responsible for specific tasks to support education Being active decision makers on IEP team not decision listeners.

The youth role The forgotten component are youth. What do we do to help youth: Become participants in their IEP to acquiring skills and being decision makers for their own future Have high expectation and set goals for their future Be responsible to set a vision and communicate it to others Understand their disability and how it impacts them.

The family perspective Do You Know MY Child? Do you want what I want? They tell me I’m part of the team, but….. The educators don’t seem to know…. What are you talking about…. Why are you just now telling me this…. Tell me something good.

What does it take? Communication is the Key-Think about HOW you say it, “It does not matter what you say, it matters what they hear” Establish meaningful two way communication between school staff, families, and outside supports Student participation that leads to student led planning Understanding and use of data decision making Ah ha’s from school staff and parent experiences.

Why engage families? Partnering with families improves outcomes Partnering with families must be a core ethic of how a school does business All School Staff need training on how to effectively partner with families All School Staff should be held accountable to this expectation Families need guidance and training on how to fulfill their role as partners All of this should be focused on the youth reaching their goals.

Planning tips Identify weak links (staff, knowledge, services) Create disability awareness opportunities for all Develop youth self advocacy skills Remain focused on the child and their future not each other Access outside supports and services that can assist and incorporate into IEP as necessary Assist families to find supports with outside organizations Assist families to connect with other families.

Download This presentation at 1 http://alabamaparentcenter.com/web/r esources/handouts/ To download this presentation visit alabamaparentcenter.com Then click Resources Tab Then click Handouts Menu View 2018 CEC APEC Engaging Families in Special Education ppt 2

For More Information Phone: 334-567-2252 or 1-866-532-7660 Fax: 334-567-9938 Website: www.alabamaparentcenter.com Alabama Parent Education Center Mail: APEC PO Box 118 Wetumpka, AL 36092 Email: apec@alabamaparentcenter.com The contents of this presentation were developed in part under a grant from the US Department of Education, #H328M150012. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.