©2012 Cengage Learning.
All Rights Reserved.
Chapter 9
Partnership with Families
©2012 Cengage Learning.
All Rights Reserved.
Family Patterns and Expectations
• What is a family?
– The answer is constant...
©2012 Cengage Learning.
All Rights Reserved.
Family Patterns and Expectations
(continued)
• Cultural competence
– In worki...
©2012 Cengage Learning.
All Rights Reserved.
Family Patterns and Expectations
(continued)
• Families of children with disa...
©2012 Cengage Learning.
All Rights Reserved.
Family Patterns and Expectations
(continued)
• Family adjustment
– Grief is t...
©2012 Cengage Learning.
All Rights Reserved.
Family Patterns and Expectations
(continued)
• Enabling and empowering famili...
©2012 Cengage Learning.
All Rights Reserved.
Family Patterns and Expectations
(continued)
– Empowering is carrying out int...
©2012 Cengage Learning.
All Rights Reserved.
The Parent-Teacher Partnership
• Parent involvement
– Provides an ongoing sup...
©2012 Cengage Learning.
All Rights Reserved.
The Parent-Teacher Partnership
(continued)
• Rationale for parent participati...
©2012 Cengage Learning.
All Rights Reserved.
The Parent-Teacher Partnership
(continued)
• Degree of participation
– Parent...
©2012 Cengage Learning.
All Rights Reserved.
The Parent-Teacher Partnership
(continued)
• Establishing trust
– Teachers ne...
©2012 Cengage Learning.
All Rights Reserved.
The Parent-Teacher Partnership
(continued)
• Communicating with parents
– Inf...
©2012 Cengage Learning.
All Rights Reserved.
The Parent-Teacher Partnership
(continued)
• Parent-teacher meetings
– Large ...
©2012 Cengage Learning.
All Rights Reserved.
The Parent-Teacher Partnership
(continued)
– Parent conferences
• More one-on...
©2012 Cengage Learning.
All Rights Reserved.
The Parent-Teacher Partnership
(continued)
• Parent support groups
– These gr...
©2012 Cengage Learning.
All Rights Reserved.
The Parent-Teacher Partnership
(continued)
• Parent feedback
– Indirect feedb...
©2012 Cengage Learning.
All Rights Reserved.
The Parent-Teacher Partnership
(continued)
• Home visits
– This is an essenti...
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Chapter09 allen7e

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EDU 221 Children With Exceptionalities

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Chapter09 allen7e

  1. 1. ©2012 Cengage Learning. All Rights Reserved. Chapter 9 Partnership with Families
  2. 2. ©2012 Cengage Learning. All Rights Reserved. Family Patterns and Expectations • What is a family? – The answer is constantly changing. – Families are individuals who care about one another and often have a bond. – It may be a group of individuals related by blood; but they may also not be, just live together. – Family is also a cultural group that you are attached to.
  3. 3. ©2012 Cengage Learning. All Rights Reserved. Family Patterns and Expectations (continued) • Cultural competence – In working with families, a teacher needs to become culturally competent: • Learn about the families you serve. • Work with cultural mediators. • Learn words from their language. • Take time to work with interpreters. • Use forms of communication acceptable to the family. • Recognize collaboration.
  4. 4. ©2012 Cengage Learning. All Rights Reserved. Family Patterns and Expectations (continued) • Families of children with disabilities – Research has been done on mothers’ reactions, often wanting the best for their child. – Little research has been done on fathers, who see the big picture and think about money. – Attention needs to be paid to grandparents and siblings as well.
  5. 5. ©2012 Cengage Learning. All Rights Reserved. Family Patterns and Expectations (continued) • Family adjustment – Grief is typically the first emotion. – The family grieves for the loss of the normal, healthy child they were planning for. – Decisions need to be made, causing stress. – Families need to work together for the benefit of the child and the family stability.
  6. 6. ©2012 Cengage Learning. All Rights Reserved. Family Patterns and Expectations (continued) • Enabling and empowering families – Enabling is creating opportunities for family members to become more competent and self-sustaining with respect to their abilities to mobilize their social networks to get needs met and attain goals.
  7. 7. ©2012 Cengage Learning. All Rights Reserved. Family Patterns and Expectations (continued) – Empowering is carrying out interventions in a manner in which family members acquire a sense of control over their own developmental course as a result of their own efforts to meet needs.
  8. 8. ©2012 Cengage Learning. All Rights Reserved. The Parent-Teacher Partnership • Parent involvement – Provides an ongoing support system that supports the program – Maintains and elaborates the child’s gains after the program ends
  9. 9. ©2012 Cengage Learning. All Rights Reserved. The Parent-Teacher Partnership (continued) • Rationale for parent participation – Parents are the first teacher. – Skills are learned faster when practice is done at home. – Early intervention provides support for parents. – Consistency of expectations is maintained. – Parents know their child best.
  10. 10. ©2012 Cengage Learning. All Rights Reserved. The Parent-Teacher Partnership (continued) • Degree of participation – Parents cannot always do as much as they would like or caregivers would like due to • Work schedules • Other children • Attitude toward child and child’s problems • Culture • Parental education and health
  11. 11. ©2012 Cengage Learning. All Rights Reserved. The Parent-Teacher Partnership (continued) • Establishing trust – Teachers need to work hard to develop trust with the parent. – This can be done by talking to the parent honestly. – Share concerns in a caring manner. – Protect a child’s confidentiality.
  12. 12. ©2012 Cengage Learning. All Rights Reserved. The Parent-Teacher Partnership (continued) • Communicating with parents – Informal exchanges – Parent observations – Telephone calls – Written notes – Email – Two way journal – Audio- and videotapes – Newsletters – Class websites
  13. 13. ©2012 Cengage Learning. All Rights Reserved. The Parent-Teacher Partnership (continued) • Parent-teacher meetings – Large group meetings • Parents are called together to share information that affects the group at large – Changes in curriculum – Scheduling – Staffing – Child development
  14. 14. ©2012 Cengage Learning. All Rights Reserved. The Parent-Teacher Partnership (continued) – Parent conferences • More one-on-one with the child’s parents. • It is a give-and-take meeting. • Parents have a time to share concerns. • Teachers share progress and address weaknesses. • Parents are allowed time to question.
  15. 15. ©2012 Cengage Learning. All Rights Reserved. The Parent-Teacher Partnership (continued) • Parent support groups – These groups offer support to families in the areas of information, social gatherings, and advocacy. – Teachers should be familiar with the groups in their area to share information with the parents.
  16. 16. ©2012 Cengage Learning. All Rights Reserved. The Parent-Teacher Partnership (continued) • Parent feedback – Indirect feedback • Said in passing by a parent or said to another parent in hearing of the teacher. – Direct feedback • Questionnaires and suggestion boxes are ways to solicit feedback from parents who won’t share vocally.
  17. 17. ©2012 Cengage Learning. All Rights Reserved. The Parent-Teacher Partnership (continued) • Home visits – This is an essential part of the family partnership. – Teachers can help parents with skills at home once they see what the parent has to offer. – Teachers also break the ice with the child and can help with transitioning the child. – Teachers show respect to the parent as teacher through a home visit.
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