1. Collaborating with Families
Chapter 3
Collaborating with Families
Developed by:
Blanche Jackson Glimps
Tennessee State University

2. Chapter Objectives
Identify three factors that contribute to increased emphasis on parent and family involvement.
Describe challenges, characteristics, and roles of families of children with disabilities.
Describe the five principles of effective communication between educators and parents, and explain attitudes and behaviors that can create barriers.

3. Chapter Objectives
Examine cultural backgrounds, beliefs, and linguistic practices that can impede parent involvement, and identify ways school personnel can help families understand school culture, policies, and practices.
List 10 guidelines for communicating with parents of children with disabilities and contrast several common modes of home-school communication.
Discuss strategies for engaging parents of children with disabilities in the education of and support for one another.

4. Support For Family Involvement
Parents want to be involved in their child’s education
Parents were an important catalyst of PL
Educational effectiveness is enhanced when parents and families are involved
Repeated research and practice demonstrates the benefits
The law requires collaboration
In IDEA, parent involvement is a key component to students’ academic success

5. Support For Family Involvement
Parents and families are natural and necessary allies to educators.
Families know certain aspects of their children better than anyone.
Parents can provide extra skill practice and teach their children new skills in the home and community.

6. Support For Family Involvement
Parents have the greatest vested interest in seeing their children learn as they are the constant in the child’s life.
Parents must live with the outcomes of decisions made by IEP teams all day, every day.

7. Benefits of Parent Involvement
Increased likelihood of targeting meaningful IEP goals;
Greater consistency and support in home and school environments;
Increased opportunities for learning and development; and
Access to expanded resources and services.

8. Family Response To A Child with Disabilities
Adjustment process includes feelings of:
Shock, denial, and disbelief
Anger, guilt, depression, shame, lowered self-esteem, rejection of the child, and overprotectiveness
Acceptance, adaptation, and appreciation

9. A Resilience Model Stage 1: Identification of disability
Stage 2: Self-education
Stage 3: Reflection about self and family
Stage 4: Advocacy and empowerment
Stage 5: Appreciation and enlightment

10. A Resilience Model The Resilience Model is based on the following:
Parents and family members are the best source of knowledge about their child, their own strengths and needs.
Parents’ resilience may not be immediately appreciable but should be identified and supported.
Parents are engaged in a continuous adjustment process that can be facilitated by sensitive caring professionals.

11. Roles of the Exceptional Parent
Caregiver - Additional needs of an exceptional child can cause stress
Provider - Additional needs often create a financial burden
Teacher - Exceptional children often need more teaching to acquire skills
Counselor - Must often help their child cope with the disability

12. Roles of the Exceptional Parent
Behavior Support Specialist - Some have to become skilled behavior managers
Parent of Siblings Without Disabilities - Meet the needs of their other children too
Marriage Partner - Having a child with disabilities can put stress on a marriage

13. Roles of the Exceptional Parent
Information Specialist - Must ensure that others appropriately support their child’s dignity and acceptance
Advocate - Advocate for effective educational services and opportunities
Child and family have changing needs as children grow

14. Family-Professional Partnerships
Definition: A relationship in which families, not just parents, and professionals agree to build on each other’s expertise and resources, as appropriate, for the purpose of making and implementing decisions that will directly benefit students and indirectly benefit other family members and professionals.
Effective home-school partnerships are characterized by family members and professionals jointly pursuing shared goals in a climate of mutual respect and trust.

15. Principles of Effective Communication
Accept Parents’ Statement-Respect parents’ point of view
Listen Actively-Respond to parents with interest and animation
Question Effectively-Speak plainly and use open-ended questions
Encourage-Describe and show parents their child’s improving performance
Stay Focused-Focus on the child’s educational program and progress

16. Professional Roadblocks to Communication
Treating parents as vulnerable clients instead of equal partners.
Keeping professional distance.
Treating parents as if they need counseling.
Blaming parents for their child’s disability.

17. Professional Roadblocks to Communication
Disrespecting parents as less intelligent.
Treating parents as adversaries.
Labeling parents.

18. Conflict Resolution
Dialoging is an approach to conflict resolution in which both parties try to see each other’s point of view.
Difference between a dialogue and an argument:
Object of argument is to win; the object of dialogue is to gain information.
Arguer tells; the dialoguer asks.
Arguer tries to persuade; dialoguer seeks to learn.

19. Conflict Resolution
Arguer tries to convince; dialoguer wants to discover.
Arguer sees two opposing views and believes hers the valid and best one; dialoguer is willing to understand multiple viewpoints.

20. Conflict Resolution The RERUN approach include Reflect Explain Reason
Understand
Negotiate

21. Culturally Diverse Families
Many are English-language learners.
Many live in poverty.
Have funds of knowledge
Undocumented immigrants are naturally fearful of interaction with anyone representing authority.
Many tend to be family-oriented.

22. Culturally Diverse Families
Some may have different experiences with and views about disability including causes and treatment.
Many had negative educational experiences that persist through adulthood.
The general and the special education systems may be intimidating to the family.

23. Cultural Reciprocity
Educators should work towards cultural reciprocity.
Understanding how differing values and beliefs systems may influence families’ perspectives, wishes, and decisions.
Requires careful examination of professionals’ cultural background and belief systems.

24. Face-to-Face Communication
Parent-Teacher Conferences
Preparing for the conference
Conducting the conference
Build rapport
Obtain information
Provide information
Summarize and follow up
Video Sharing

25. Written Communication
Teachers should never rely on written messages as the sole method of communication.
Examples
Happy Grams and Special Accomplishment Letters
Two-Way Home-School Reporting Forms
Dialogue Notebooks
Home-School Contracts
Class Newsletters and Websites
and Text Messaging

26. Telephone Communication
Phone Calls
Regular telephone calls can be an effective and efficient way to maintain home-school communication and parent involvement.
Voice Mail and Hotlines
Parents can call and listen at their convenience.

27. Other Forms of Parent Involvement
Parents as Tutors
Systematically teach self-help and daily living skills to their children
Parent Education and Support Groups
Provide education for parenting
Parent-to-Parent Groups
Provide help to parents of children with special needs; become reliable allies for one another
Parents as Research Partners
Assist researchers in knowing if their ideas and findings have validity

28. Mirror Model for Parent Involvement
Based on the assumption that parents have a great deal to offer as well as a need to receive services from special educators.
Top half of the model assumes that professionals have certain information, knowledge, and skills to share with parents to help them with their children.
Bottom half of the model assumes that parents have information, knowledge, and skills that can help professionals be more effective educating their children.