Maggie is a 10-year-old girl with Down syndrome. She comes from a traditional family with two older sisters and a brother. Her parents have high expectations for her and encourage her to stay challenged academically despite her condition. Maggie is in an inclusion program at school and recently moved to a functional IEP. Outside of school, she participates in cheer and gymnastics with her sister. The family believes in mainstream support services and avoids support groups to prevent others from having unrealistic expectations of Maggie's abilities given her mild Down syndrome.
“It is during the middle grades that students either launch toward achievement and attainment, or slide off track toward a direction of frustration, failure, and ultimately early exit from the only secure path to adult success.” (Balfanz, R. 2007)
Schools that pay attention to transition and have an intentional transition plan see more success in increasing achievement and reducing retentions. Having an effective transition program contributes to developing a positive learning environment. Both sending and receiving schools need to work collaboratively with each other, and with families to provide ongoing support for students as they experience the transition to the middle grades.
Building Bridges: Developing and Maintaining Positive Parent-Teacher Relationships. Practical strategies that are researched base to strengthen parent relationships with schools to provide better outcomes for students.
“It is during the middle grades that students either launch toward achievement and attainment, or slide off track toward a direction of frustration, failure, and ultimately early exit from the only secure path to adult success.” (Balfanz, R. 2007)
Schools that pay attention to transition and have an intentional transition plan see more success in increasing achievement and reducing retentions. Having an effective transition program contributes to developing a positive learning environment. Both sending and receiving schools need to work collaboratively with each other, and with families to provide ongoing support for students as they experience the transition to the middle grades.
Building Bridges: Developing and Maintaining Positive Parent-Teacher Relationships. Practical strategies that are researched base to strengthen parent relationships with schools to provide better outcomes for students.
Thus, the after-school programs have their specified benefits and usefulness as well as play an important role to encourage the kids to participate in different extracurricular activities. All the activities performed in these programs help the kids to develop their personality, cut down their emotional stress, and enhance their social and academic skills. The following sides define the benefits of after school activities in the life of your kids.
HARI KRISHNA ARYA
(Mentor NROER, National ICT Awardee, MIE Expert) Principal NBV Senior Secondary School Nohar, Hanumangarh (Raj.) INDIA
"An Insight To Parental Care & Child Development"
This is a presentation about academic concerns and it contains examples, illustrations, ways to overcome, and how to support students with academic concerns.
Academic pressure is one of the main problem among school and college students.Too much workload,financial problems,parental pressure and many other factors can build up pressure in students.Steps should be taken to reduce pressure as it can seriously damage students.
Academic stress is the anxiety and stress that come from schooling and education.
Academic pressure plays a big role in why some people have anxiety or get really med at themselves if they do.
Following will show different pressures on students
Academic pressure, nowadays it's too bad for the students who can't bear too much of pressure and take wrong steps to deal with their problem . So here are some solutions to them problem which would help them to take the correct decision in a smart and healthy way.
Thus, the after-school programs have their specified benefits and usefulness as well as play an important role to encourage the kids to participate in different extracurricular activities. All the activities performed in these programs help the kids to develop their personality, cut down their emotional stress, and enhance their social and academic skills. The following sides define the benefits of after school activities in the life of your kids.
HARI KRISHNA ARYA
(Mentor NROER, National ICT Awardee, MIE Expert) Principal NBV Senior Secondary School Nohar, Hanumangarh (Raj.) INDIA
"An Insight To Parental Care & Child Development"
This is a presentation about academic concerns and it contains examples, illustrations, ways to overcome, and how to support students with academic concerns.
Academic pressure is one of the main problem among school and college students.Too much workload,financial problems,parental pressure and many other factors can build up pressure in students.Steps should be taken to reduce pressure as it can seriously damage students.
Academic stress is the anxiety and stress that come from schooling and education.
Academic pressure plays a big role in why some people have anxiety or get really med at themselves if they do.
Following will show different pressures on students
Academic pressure, nowadays it's too bad for the students who can't bear too much of pressure and take wrong steps to deal with their problem . So here are some solutions to them problem which would help them to take the correct decision in a smart and healthy way.
Hannah Jobling. 'An Ethical Balancing Act: How Context and Causal Mechanisms Influence Community Treatment Order Outcomes', 33rd International Conference on Law and Mental Health, Amsterdam, July 2013.
Tutoriel de Personnalisation Club des Supporters HandisportFan_Handisport
Tutoriel de Personnalisation de profil Facebook pour les fans de la page Club des Supporters, pour soutenir les Athlètes Handisport dans le cadre des Jeux Paralympiques de Londres en 2012 !
https://www.facebook.com/clubdessupportershandisport
FAMILY INTERVIEW The Parent of a Child with an ExceptiChereCheek752
FAMILY INTERVIEW
The Parent of a Child with an Exceptionality
Wichita State University
Spring 2021
CI 401
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1
Introduction
As an educator, learning about our students and their lives is imperative to our jobs.
Every child comes from a different background, and every child and every background are
unique. Every family is different, and in order to fully understand the students in our care, we
need to also understand their families, (Friend and Cook, 2017, p. 267). One type of student
that I need a deeper understanding of is a student who has an identified exceptionality. A
student with an exceptionality is any student who has a disability or giftedness that requires
additional services in an educational setting. More specifically, a disability could be
characterized as limitations imposed on an individual including, but not limited to, physical,
cognitive, sensory, emotional, or learning limitations. In order to learn more about the family
life of a child with an exceptionality, I interviewed the mother of a student who is
developmentally delayed.
Methods
The child who I was interested in learning more about is a kindergarten student at
Gammon Elementary School in Wichita, KS. I was able to sit in on the student’s annual
Individualized Education Program (IEP) meeting, which was attended by the mother via Zoom.
After which, I was able to conduct my interview with her about her son. I met with her virtually
on March 16, 2021 for about thirty minutes. Gammon’s special education teacher joined the
2
meeting as well to help facilitate the conversation. I first started by acquiring some background
information about the student’s mother and their family.
She is a single mother, the father is, at the mother’s insistence, completely out of the
picture. She has two children, a daughter who is in 2nd grade, and a son, who is the
kindergartener and the focus of the interview. She is 28 years old and has lived in Wichita all
her life. She works for Phoenix Home Care and Hospice and is in the process of pursuing her
nursing degree and medication aid certificate at WSU Tech. They are a low-income, African
American family, and the mother was very shy during her IEP meeting and during the interview.
I was told that this is common for her and her demeanor. Having the special education teacher
present for our meeting likely made the mother feel more comfortable, considering that they
have an established relationship. Prior to the interview, the special education teacher
approached the mother on my behalf and gave her the consent form to participate in the
process. The special education teacher also went through the list of potential questions that I
had given her, and she picked out the questions that she thought would be appropriate to ask,
given the mother’s background and personality. The interview went as follows:
Question: What are some ...
📌 Free Webinar on "Influence of Parents on Child Development"
Parental awareness of child development is linked to better parent-child relations and parents' willingness to engage in behaviours that encourage their children's healthy development.
According to research, parents who are aware of evidence-based parenting techniques, particularly those connected to boosting children's physical health and safety, are more likely to use them than those who are unaware. Although there is presently minimal empirical research on how parents' awareness of available resources influences uptake, parenting, and child outcomes, parents who have this information are likely to be better suited to seek assistance for their family.
🗣️ Speaker: Bhumika Kondoju
2015 Saint John's Program for Real Change - Break the Cycle of HomelessnessSaintJohnsProgram
Our vision is to break the cycle of poverty and homelessness one family at a time. We do this by adhering to our mission of unleashing the potential of mothers in crisis to improve the quality of their life and enriching the lives of their families. Every service is focused on providing women experiencing homelessness and unemployment with housing, job training and the supportive wrap-around health services they need to make real changes in their lives and in the lives of their children,
Three Keys to Engaging Parent in Student Learningcatapultlearn
One of the objectives of all educational institutions is to nurture and cultivate parents’ engagement in the academic growth of their children. Teachers and administrators in faith-based nonpublic schools must make an added, deliberate effort to engage and support the parent role as the primary educator, especially since these parents have consciously chosen to send their children to a nonpublic school.
Presented by Dr. Ron Valenti
National Manager for Non-Public Schools
Catapult Learning
This workshop will explore the barriers and opportunities within our schools and in our communities to building relationships and partnerships with our families. It is essential to engage family members in culturally responsive ways as partners in the healing process but the traditional methods of reaching families are not effective, especially for students and families experiencing trauma. Participants will hear personal stories, reflect on how our beliefs and practices impact families, and learn concrete strategies to engage and empower families.
3. Maggie’s Family Traditional family Parents are hard working and encouraging with high expectations of Maggie Twoolder sisters and an older brother Parents work different shifts; family is struggling with many stressors
4. School Maggie is a ten year-old Fourth grader Inclusion program Recently moved to a functional IEP
5. Goals Stay challenged academically Progress has been made because she’s been pushed this far Move to independence Give her tools to succeed with the transition to middle school and beyond
6. Outside Services Family stays away from most support groups to prevent other families from getting false encouragement due to Maggie’s mild condition Believes in using mainstream services for Maggie Has her involved in cheer and gymnastics with older sister
7. Learned from the Family High expectations for your child is universal Family stressors are similar in all families, and they aren’t always a result from having a child with a disability Sometimes fathers are the nurturers in the family - don’t have preconceptions about male figures in the household
8. Family Learned from Me Schools value family input Moving to a functional IEP is not lowering expectations Concerns for the child go beyond just what happens at school – assistance isn’t only for the child Success is measured by the child not by an arbitrary standard
9. Connections to Families and Children with Special Needs Family input is necessary, understanding the family dynamics is key to involvement Families go through a grief process in different ways and at different rates, and each transition may start that process all over again There are many transitions the family goes through, each one is important and should be treated as such
10. Connections to Families and Children with Special Needs… Understanding family stressors and offering support increases the collaboration necessary for success of the child Building positive family-school relations benefits all involved and makes for a more productive and positive experience for all