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Families and community


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Families and Community Group 3

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Families and community

  1. 1. Families and Community<br />Kelsey Pekas<br />Group 3<br />
  2. 2. Understanding the Family<br />Steps to take to become more culturally aware:<br />“Learn more about the family <br /> you are serving,--Work with people from the family’s culture-- Learn words and <br /> forms of greeting in the family’s <br /> language --Allow additional time <br /> to work with interpreters--Use <br /> forms of communication that <br /> are acceptable and meaningful <br /> to the family”<br />(Allen & Cowdery, 2005, p. 165)<br />
  3. 3. Communication with Parents<br />Parent Observations<br />Parents are more than welcome to come in the classroom and observe their child(ren) in their natural learning environment. <br />This also gives them the opportunity to see what is happening in the classroom rather than just hearing about it from their child.<br />Parent-Teacher Meetings<br />Parents and teachers alike will have open communication and many opportunities to meet with their child’s teacher to ask questions and raise concerns that they may have<br />This gives the parents a chance to build a relationship with the teacher and gain trust in him/her. <br />
  4. 4. Communication with parents<br />Home Visits<br />This is a great option if the parents do not feel comfortable with coming to the school to meet. It also gives the teacher a great opportunity to understand the family at a much higher level.<br />A home visit is only done with more than one adult (teacher and interpreter) etc. for safety reasons and for means of communication<br />Email<br />Technology is a amazing way of communication for parents and teachers alike. With online interpretation websites teachers and parents can translate the email to English, Spanish, Italian, etc. <br />This technology could be taught at a parent-teacher meeting so that the parents could easily communicate with the teacher at any time. <br />
  5. 5. Encourage use of home language<br />To encourage children to use their home languages teachers will let them “teach” the other students simple greetings (i.e. hello, goodbye, girl, boy, etc) <br />This would take place during a unit about other cultures or daily during circle time<br />Doing this encourages the use and continuation of their home language and also opens the other children’s minds to the other languages of the world.<br />
  6. 6. Family-Oriented Resources and Services<br />The Sibling Support Project<br /><ul><li>This program is based on the belief that if one person in the family has a disability it has an effect on each and every family member. The purpose is to help the siblings cope and to help the parents see the effects that it also has on the siblings of the child with the disability. They provide families with websites and numerous workshops that they can look at and attend. More information can be found at this website: (</li></li></ul><li>Family-Oriented Resources and Services Cont.<br />Parents are often looking for information and answers to their burning questions, the books listed below answer many questions and also gives them day to day tips on living with a child who has Autism<br />Suggested reading list by<br /><ul><li>Recovering Autistic Children, Edited by Stephen M. Edelson, Ph.D. and Bernard Rimland, Ph.D.
  7. 7. Changing the Course of Autism, Bryan Jepson, M.D. edited by Jane Johnson
  8. 8. Facing Autism: Giving Parents Reason for Hope and Guidance for Help, by Lynn M. Hamilton
  9. 9. Autism Life Skills: From Communication and Safety to Self-Esteem and More - 10 Essential Abilities Every Child Needs and Deserves to Learn, Chantal Sicile-Kira</li></li></ul><li>Family-Oriented Resources and Services cont.<br />Parents also want the facts and want them from professionals, giving them this list of journals will give them the resources and facts that they are looking for. <br />Journals<br /><ul><li>American Journal on Intellectual and Developmental Disabilities
  10. 10.  Autism
  11. 11.  Developmental Medicine and Child Neurology
  12. 12.  Education and Training in Developmental Disabilities
  13. 13.  Exceptional Children
  14. 14.  Focus on Autism and Other Developmental Disabilities
  15. 15.  Journal of Attention Disorders
  16. 16.  Journal of Autism and Developmental Disorders
  17. 17.  Journal of Child Psychology and Psychiatry
  18. 18.  Journal of Developmental and Learning Disorders
  19. 19.  Journal of the American Academy of Child & Adolescent Psychiatry </li></li></ul><li>Family-Oriented Resources and Services cont.<br />Websites<br /><ul><li>
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  27. 27.</li></li></ul><li>Early Intervention<br />What is early intervention?<br />Early intervention applies to children ranging in age from birth to 3 or 4 years old who are at risk or show symptoms of developmental or learning delays.<br />Early Intervention Options:<br />With early intervention there are options, on the next few slides we discuss what some of the programs are and where the parents and administrators can find more information<br />
  28. 28. Resources for Early Intervention<br />Behavioral Care Specialists<br />“Behavioral Care Specialists offers intensive early intervention services for children diagnosed with autism, pervasive development disorders and related developmental disabilities. Our program is designed to provide our young patients with the language, social, pre-academic and independent living skills necessary for them to enjoy normal lives” (<br />Mainly for children aging from birth to 8 years of age<br />Time 2 Shine Therapy<br />Time 2 Shine Therapy is a non-profit organization that offers therapy services to children with autism and other delays no matter their economic status. They focus on skills in: communication, social and play, daily living, fine motor and sensory needs. For more information visit:<br />3 hour sessions five days a week (all done by an occupational and speech therapists)<br />
  29. 29. Resources for Early Intervention Cont.<br />Theratime<br />Theratime is a small business that is geared towards helping children succeed in every way possible by providing physical, occupational, and speech therapy. The therapists focus on what is most needed by the child and also what their disability is and how they can help with the outcomes of how the disability affects them. Find more information at:<br />Birth to 3 Connections State Department of Education<br />This office and website provides parents with the laws and rules that provide their children with the rights to being helped and educated. It also provides parents with the knowledge of what is possible for their children.<br />
  30. 30. References<br />Allen, K.E., & Cowdery, G.E. (2005). The exceptional child: Inclusion in early childhood education (5th ed.). Clifton Park, NY: Thomson Delmar Learning.<br />Autism Society - Homepage. (n.d.). Autism Society - Homepage. Retrieved June 23, 2011, from<br />Books: ARI's Recommended Reading : Autism Research Institute. (n.d.). Autism is Treatable : Autism Research Institute. Retrieved June 22, 2011, from<br />Home - Sioux Falls Early Intervention. (n.d.). Home - Sioux Falls Early Intervention. Retrieved June 23, 2011, from<br />Welcome Sibling Support Project. (n.d.). Welcome Sibling Support Project. Retrieved June 23, 2011, from<br />Welcome to Behavior Care Specialists Online. (2011, January 1). Welcome to Behavior Care Specialists Online. Retrieved June 23, 2011, from<br />