Working with Families Chapter 2

Background In 1997, the amendments to the Individuals with Disabilities Education Act (IDEA) strengthened the role of parents as active decision makers in partnership with service providers. In 1997, the amendments to the Individuals with Disabilities Education Act (IDEA) strengthened the role of parents as active decision makers in partnership with service providers. Although the primary responsibility of any teacher is to his or her students, special educators have an additional obligation to collaborate with families of children with disabilities. Although the primary responsibility of any teacher is to his or her students, special educators have an additional obligation to collaborate with families of children with disabilities.

Collaborative Partnerships… …requires special effort on the part of teachers for several reasons: …requires special effort on the part of teachers for several reasons: The national shortage of qualified teachers affects the quality of instruction provided to all students The national shortage of qualified teachers affects the quality of instruction provided to all students Teachers may be very skilled in teaching students with severe and multiple disabilities, but less skilled in working with families Teachers may be very skilled in teaching students with severe and multiple disabilities, but less skilled in working with families The traditional structure and procedures of the educational system may not facilitate home-school partnerships The traditional structure and procedures of the educational system may not facilitate home-school partnerships The family-professional relationship is a dynamic process of interactions colored by each person’s perspectives based on life experiences, roles, values, and beliefs The family-professional relationship is a dynamic process of interactions colored by each person’s perspectives based on life experiences, roles, values, and beliefs The development and maintenance of an effective family- professional relationship requires effort, an investment of time, ongoing communication, and mutual goals The development and maintenance of an effective family- professional relationship requires effort, an investment of time, ongoing communication, and mutual goals

Process for Teacher The process of building effective family-professional relationships can be described in four steps: The process of building effective family-professional relationships can be described in four steps: 1.Analyzing how the structure of the educational programs affects family involvement 2.Acknowledging that each family is a complex and unique system 3.Understanding the significant impact that a child with severe and multiple disabilities has on the family 4.Implementing family-friendly strategies that invite family participation and value their contributions

Family-Friendly Practices Page Phase 1: Getting acquainted Phase 1: Getting acquainted Phase 2: Exploration Phase 2: Exploration Phase 3: Collaboration Phase 3: Collaboration Phase 4: Closure Phase 4: Closure

What can a Teacher do? To begin to evaluate family participation in school meetings, a teacher can ask themselves these questions: What kinds of meetings do I have with families? What kinds of meetings do I have with families? How do I prepare for them? How do I prepare for them? How and when are the families notified about meetings? Do parents receive sufficient notice so that they can plan to attend? How and when are the families notified about meetings? Do parents receive sufficient notice so that they can plan to attend? What can I do to make families feel welcome and valued in meetings about their child? What can I do to make families feel welcome and valued in meetings about their child? How can I encourage each family to actively participate in meetings? How can I encourage each family to actively participate in meetings? What are the barriers to family participation, and what can I do to overcome them? What are the barriers to family participation, and what can I do to overcome them? Family involvement can be supported with careful planning and consideration of family preferences and by providing information to families in accessible formats.

Effective Planning Strategies Explain the importance of family involvement Explain the importance of family involvement Assist families in learning about the education system by providing information about the services and programs Assist families in learning about the education system by providing information about the services and programs Provide information that is easily understood in a format that is preferred by the family Provide information that is easily understood in a format that is preferred by the family Ask families what they would like to learn that is related to their child’s education (ex. assistive technology) Ask families what they would like to learn that is related to their child’s education (ex. assistive technology) Ask families who should be invited to meetings Ask families who should be invited to meetings

Effective Planning Strategies cont. Schedule the meeting in a time and place convenient for family members Schedule the meeting in a time and place convenient for family members Prepare families for meeting: provide and discuss an agenda Prepare families for meeting: provide and discuss an agenda Involve children, when appropriate Involve children, when appropriate Create a welcoming atmosphere Create a welcoming atmosphere Recognize that some families cannot attend meetings, despite everyone’s best efforts. Make sure to follow-up with families and they understand their legal rights and the educational options for their children. Recognize that some families cannot attend meetings, despite everyone’s best efforts. Make sure to follow-up with families and they understand their legal rights and the educational options for their children.

Effective Communication PLANNED, PURPOSEFUL, PERSONALIZED Teachers should recognize that they share a common goal with families, which is to promote the child’s education and progress Teachers should recognize that they share a common goal with families, which is to promote the child’s education and progress PRACTICE ACTIVE LISTENING SKILLS Pay attention to the speaker’s nonverbal expressions and listen carefully Pay attention to the speaker’s nonverbal expressions and listen carefully Monitor own nonverbal behaviors and facial expressions Monitor own nonverbal behaviors and facial expressions Allow the parent sufficient time to express feelings Allow the parent sufficient time to express feelings Acknowledge and validate the parent’s feelings Acknowledge and validate the parent’s feelings Respond to families’ expression of difficult situations and emotional issues in a sensitive and caring way Respond to families’ expression of difficult situations and emotional issues in a sensitive and caring way Do not ignore a parent’s emotional statement about child’s disability Do not ignore a parent’s emotional statement about child’s disability Summarize what parent has said back to confirm understanding Summarize what parent has said back to confirm understanding

Family-School Meetings Teachers of school-age children who have disabilities primarily have three types of meetings: Teachers of school-age children who have disabilities primarily have three types of meetings: Child’s IEP meeting Child’s IEP meeting Parent-teacher conferences Parent-teacher conferences Parent education meetings on a particular topic Parent education meetings on a particular topic All of these meetings are formal opportunities for teachers to develop partnerships with families. These meetings, however, may not invite and may even deter family involvement due to their structure and form.

Transitions Discuss plans for major changes in school program with family and involve them with making decisions Discuss plans for major changes in school program with family and involve them with making decisions Have a meeting with family, current educational team, and receiving teacher or team Have a meeting with family, current educational team, and receiving teacher or team Provide the family and child with information about new class or school and encourage them to visit before the transition Provide the family and child with information about new class or school and encourage them to visit before the transition Ask family for suggestions to support the child and family with the new school or schedule Ask family for suggestions to support the child and family with the new school or schedule Provide follow-up support Provide follow-up support

Past Experiences To overcome negative experiences, teachers should make every effort to have a positive first contact with families Communicate in language family understands Communicate in language family understands Let family know you are committed Let family know you are committed Respond promptly to parent communication Respond promptly to parent communication Ask what they would like to address Ask what they would like to address Ask about child’s strengths, interests, needs, and anything else pertinent they’d like to share Ask about child’s strengths, interests, needs, and anything else pertinent they’d like to share Inform families about their child’s education plan and what is being learned Inform families about their child’s education plan and what is being learned Discuss preferred communication Discuss preferred communication

Language as a Challenge: Interpreters To ensure accurate communication, it is essential to work with a qualified interpreter who is also familiar with the family’s cultural background To ensure accurate communication, it is essential to work with a qualified interpreter who is also familiar with the family’s cultural background Certain terms may not have a direct translation in another language/culture and will need explanation Certain terms may not have a direct translation in another language/culture and will need explanation Meet with interpreter before meeting to discuss purpose, agenda, and timeline Meet with interpreter before meeting to discuss purpose, agenda, and timeline Ensure interpreter understands the information Ensure interpreter understands the information Meet with interpreter after the meeting to ensure communication was effective and understood Meet with interpreter after the meeting to ensure communication was effective and understood

Family Understand the family structure and functions Socioeconomic status Socioeconomic status Resources Resources Personal attributes Personal attributes Special challenges Special challenges

Family Involvement Teachers should select the most effective means for communicating with their students’ individual families Teachers should select the most effective means for communicating with their students’ individual families Distribute regular correspondence (ex. Newsletter) Distribute regular correspondence (ex. Newsletter) Obtain input and data from families through questionnaires or surveys Obtain input and data from families through questionnaires or surveys Encourage the school district to set up web pages and a voice mail system to answer parents’ most frequently asked questions Encourage the school district to set up web pages and a voice mail system to answer parents’ most frequently asked questions Provide an open house or back-to-school night Provide an open house or back-to-school night Recruit parents to serve on school or program advisory meetings Recruit parents to serve on school or program advisory meetings Sponsor family support groups Sponsor family support groups Communicate through phone, , notes, etc. Communicate through phone, , notes, etc. Make home visits to get to know families Make home visits to get to know families Invite parents to visit class, attend field trips, or volunteer Invite parents to visit class, attend field trips, or volunteer Inform families about involvement opportunities Inform families about involvement opportunities

Family Feelings Approach families with openness and compassion Range of emotions associated with the birth of diagnosis of a child with a disability Range of emotions associated with the birth of diagnosis of a child with a disability Described emotional states related to death and dying Described emotional states related to death and dying Similar feelings (shock, anger, sadness) Similar feelings (shock, anger, sadness) Associated with processes of grieving the ‘loss’ of the perfect child Associated with processes of grieving the ‘loss’ of the perfect child *Reoccurring feelings include anger and sadness – usually triggered by a new class, school year, or facing unrealistic expectations

Family Feelings HOPE When parents have hope, they develop expectations and strive to do what is necessary to support their child’s development