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
