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 Parents as partners in inclusive

Parents as partners in inclusive






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     Parents as partners in inclusive Parents as partners in inclusive Presentation Transcript

    • Parents as Partners Our goal is to join parents on their journey.
    • Rationale for family involvement
      • Family the heart of all early childhood programs
      • Developmental nature of early childhood
      • Law mandates addressing family support when providing services
    • Families of children with disabilities
      • Mother
      • Father
      • Sibling
      • grandparents
    • Family adjustment
      • Grief cycle
        • Denial and isolation
        • Anger
        • Bargaining
        • Depression
        • Acceptance
      • Urgent decisions
    • Features
      • Not always sequential
      • Stages may overlap
      • Degree of response depends on the family
      • Has to run the course and cannot be counseled out
      • May recur, especially during transition
    • Reframe beliefs:
      • All or none thinking
      • Focusing on the negative and not recognizing the positive
      • Mind reading
      • Catastrophizing
      • Personalization
      • Life is on a continuum
      • Not everything is because of the disability
      • Don ’t imagine that people are thinking bad thoughts
      • Most of the time, things do improve.
      • Understand the things you can change and those you cannot.
    • Parent-Teacher Partnership Rationale:
      • Parents are socializing agents
      • Parents know their child best
      • Transfer of learning into the home
      • Consistency of adult actions
      • Provides parent a support
      • Parents and children have a strong bond
    • How to join parents and become partners:
      • Recognize that:
        • Anger is a reflection of pain
        • It is natural and instinctive for parents to protect their child against negative or hostile comments.
        • Understand that they have already had some pretty tough experiences.
        • Families need time.
    • Strategies should include parents
      • Support and encourage family values and diversity
      • Include in the planning (IEP & IFSP)
      • Encourage parent volunteers
      • Let parent choose the degree of participation
      • Enable and empower families
      • Establish trust
    • Communicate and behave as if it was your own child
      • Be objective. Use data, not opinion
      • Avoid pejorative words/phrases like “deficient”, “he only….”
      • Balance negatives with positives
      • Communicate verbally and nonverbally that you genuinely care
      • Listen to the parents
      • Be kind and gentle
        • Think of how you will want the parents and child to remember you.