就像正在开发的孩子家庭一样,有特殊需要的儿童家庭具有梦想,希望和对孩子的担忧。本课程将突出您在支持工作人员中发挥重要作用的方式,因为他们支持具有特殊需求的儿童家庭。它将提供与这些家庭有效合作的建议。
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- 教人员探讨他们对与有特殊需求的儿童家庭合作的假设。
- 观察并提供有关支持家庭中心实践的变量的反馈。
- Model effective ways to support families of children with special needs.
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Families of Children with Special Needs
Children with special needs are members of our communities, programs, and families, and it is our responsibility to provide high-quality and inclusive services. While there are often additional situations and stressors associated with raising a child with special needs, these families have hopes, dreams, and concerns for their children just like other families. You can positively impact families of children with special needs by empowering them with knowledge, empathizing with their feelings, and collaborating with other support professionals in families’ lives.
与特殊需求的儿童家庭合作
Forming meaningful relationships with families is an important part of your work, and your communication is especially important when working with the families of children with special needs. Some children will enter your program with known special needs, and other families will learn that their child has a disability while enrolled in your program. Families with eligible children ages birth to three may receive early intervention (IDEA Part C) services and have an个性化的家庭服务计划(IFSP);虽然,获得特殊教育服务的三个和老年人的符合条件的儿童(B部分)将有一个个性化教育计划(IEP)。其他人可能辊筒y receive support from a medical center, and some families will be involved with multiple systems of support. Regardless, families can be overwhelmed by what feels like a constant flow of suggestions and appointments to help their children learn and develop. These families often need more help supporting their children’s development and may turn to you for assistance connecting to services or agencies outside your program. It may be helpful to form relationships with community agencies, so you have up-to-date information on how to make referrals and the types of services offered. Positive interactions with families and other supportive individuals in their lives can improve families’ well-being and minimize stress.
Families going through an evaluation process may ask a program staff member to complete questionnaires or provide input at the request of a doctor, specialist, or teacher. This information can be used to help determine if a child has a specific condition, support the child outcomes summary (COS) process, determine eligibility for specific services, and develop outcomes for an IFSP or IEP. It’s important that the staff member asked to do this task have time to complete this request. Other professionals rely on this input, especially when they have a limited amount of time with children compared to program staff who often spend many hours each week caring for, educating, and observing children. Parents or a Local Education Agency (LEA) can request that you or someone from your program participate in a child and family's IFSP or IEP review. This is when the team of professionals come together with families to assess progress, develop new outcomes, and determine needed services and accommodations. Working with professionals from outside agencies helps things run smoothly for families and ensures that all of the professionals and caregivers in a child’s life are communicating. This lessens family stress by reducing the need for primary caregivers to act as the in-between messenger of important information.
Modeling Effective Practices
The first step to establish strong relationships with families of children with special needs is to discover their wishes and concerns for their children and to learn about the meaningful activities they participate in at home. Maintaining this communication throughout a child’s time in your program is essential. Ask questions and find out about strategies that work at home and consider using those in the program. At the same time, help staff members share their own thoughts about children’s strengths and their concerns about children’s development (Sandall, Hemmeter, Smith, & MClean, 2005). Staff members may need your support before sharing concerns with families to ensure they are using family-centered practice and are prepared to support families if they choose to take steps or reach out to outside agencies and programs. For families already receiving support from other professionals, ongoing communication with both families and professionals is critical to maintain consistency between program and home environments. When all the caregivers in a child’s life are consistently using effective strategies to promote development and outcomes, children are more likely to benefit and learn new skills.
In your collaboration with families, acknowledge and respect their strengths and unique backgrounds, as well as their ability to make decisions that are right for them (Hanson & Lynch, 2004). This means that although family wishes and decisions may be different from what you would prefer, these have to be respected.
看看以下准则,反映了以家庭为中心的实践。然后,考虑一下其中哪一个可以在您的工作中使用具有特殊需求的儿童家庭(Turnbull,Turbiville,Turnbull,2000)。
- Recognize the family as a constant in the child’s life; caregivers and service systems may come and go
- Facilitate collaboration between families and professionals
- Honor and respect family diversity in all dimensions (cultural, racial, ethnic, linguistic, spiritual, and socio-economic)
- Recognize family strengths and the different approaches that families may use in coping
- Share unbiased and honest information with family members on an ongoing basis
- Encourage family-to-family support and networking
- Acknowledge and incorporate the developmental needs of the child and other family members into your practice
- 设计和实施可访问,文化和语言学和敏感,灵活,灵活,并基于家庭确定的需求
支持ing Staff Members’ Work with Families
There are many ways staff members in your programs can demonstrate respect and consideration for families of children with special needs. Look for ways staff members do the following:
- Acknowledge that families know their child best and ask them questions about services or resources that may be helpful.
- Establish ongoing communication between home and school. Communication journals are a great way of doing that. These are usually sent home with the child and returned the next day. Staff members can share noteworthy observations or events, and families can respond to those or share their own news or reflections. While communication journals can be used with families of all children, when it comes to children with special learning needs they can be a valuable tool in establishing consistency between home and school environments.
- Incorporate children’s books that reflect consideration of multiple abilities and differences in the curriculum.
- 邀请家庭谈论他们的孩子有特殊需求。例如,家庭成员可能会进入您的计划,并谈论他们的孩子使用自适应设备(例如,牙套,轮椅或通信设备)。家庭成员可以解释使用设备,这有助于儿童和其他家庭了解他们生活的方面。这也促进了接受差异。
- Be a team player! Work collaboratively with families and other professionals who may be involved in the delivery of services to children with special learning needs.
如果出现分歧或误解,请考虑以下内容:
- 提醒自己,您的角色是支持家庭的希望和梦想。
- Be patient. Dealing with a child with special needs may be challenging at times, and family members need time to navigate this experience at their own pace.
- 避免对家庭及其子女作出判断。
- Consider difficult times as opportunities to build trust between yourself and families.
- Question your assumptions about working with families of children with special needs and urge other professionals you know to do the same. To learn more about what to observe in staff members, watch this video from Kids Included Together (KiT;www.kitonline.org)。
上市记住,你在supporti起着至关重要的作用ng the inclusion of children with special needs. If there is a specific plan such as an IFSP, IEP, or behavior intervention plan, you may participate in those teams and decision-making. Familiarize yourself with these processes, and learn about individual plans for each child in your program. Provide support to staff if they need help implementing recommendations, communicate with families about their observations of their children at home, and work with outside professionals as needed.
探索
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Complete theReflecting on Families of Children with Special Needs活动并选择至少一个Using Family-Specific Languagecase scenarios. Reflect on your responses and discuss any questions you may have with a colleague.
Apply
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查看信息Useful Resources for Families and Professionalshandout. You may want to share some of these resources with families. Think about how the information inThe Emotional Experience of Familieswill impact how you view families and respond to their decisions and behavior.
Glossary
Term | 描述 |
---|---|
儿童结果摘要(COS)过程 | Team process required by the U.S. Office of Special Education Programs for all state early intervention and preschool special education agencies to report data summarizing a child’s functioning in three outcome areas: (1) positive social-emotional skills, (2) acquisition and use of knowledge and skills, and (3) use of appropriate behaviors to meet needs |
早期儿童特殊教育/想法第b部分 | Federal program implemented by local education agencies to provide services and accommodations to eligible students with educational disabilities ages three and older |
EARLY INTERVENTION / IDEA PART C | Federal program implemented by states to provide services to families with eligible children with developmental delays and disabilities ages birth to three |
个性化教育计划(IEP) | Written education program for special education (IDEA Part B) that lists educational goals, services, and accommodations for eligible children ages three and older |
INDIVIDUALIZED FAMILY SERVICE PLAN (IFSP) | Written plan for providing early intervention services (IDEA Part C) for eligible families with children ages birth to three |
当地教育机构(LEA) | 专业资助的学区 |
相关服务 | 包括但不限于以下服务:语言治疗,听力学,口译,心理学,物理治疗,职业治疗,娱乐,咨询,定向和移动性,医疗服务,护理,社会工作,父母咨询和培训 |
证明
Barrera,I.,Corso,R. M.(2003)。熟练的对话:应对幼儿早期文化多样性的战略。巴尔的摩,MD:Paul H. Brookes出版。
父信息和资源中心。(N.D)。支持为残疾儿童家庭提供服务的父母中心。从...获得https://parentCenterHub.org/
Hanson, M. J., & Lynch, E.W. (2004). Understanding Families: Approaches to diversity, disability, and risk. Baltimore, MD: Paul H. Brookes.
Harry, B., Kalyanpur, M., & Day, M. (1999). Building Cultural Reciprocity with Families: Case studies in special education. Baltimore, MD: Paul H. Brookes Publishing.
Harry, N., Rueda, R., & Kalyanpur, M. (1999). Cultural Reciprocity in Sociocultural Perspective: Adapting the normalization principle for family collaboration. Exceptional Children 66(1): 123-136.
Howard, V.F., Williams, B.F., Port, P.D., & Lepper, C. (1997). Very Young Children with Special Needs: A formative approach for the 21st century. Upper Saddle River, NJ: Merrill.
Kalyanpur,M.,&Harry,B。(1999)。特殊教育文化:建设互惠家族 - 专业关系。巴尔的摩,MD:Paul H. Brookes出版。
孩子们在一起http://www.kitonline.org/index.html.
Lynch, E. W., & Hanson, M. J. (2004). Developing Cross-Cultural Competence: A guide for working with young children and their families (3rd ed.). Baltimore, MD: Paul H. Brookes.
National Association for the Education of Young Children. (2011). Code of Ethical Conduct and Statement of Commitment. Retrieved fromhttp://www.nayc.org/positionstatements/ethical_con.
NAEYC Guidelines for developmentally appropriate practice: Establishing reciprocal relationships with families.
波斯顿,特恩布尔,一个公园,J。,甘露聚糖,H,马rquis, J., & Wang, M. (2003). Family Quality of Life: A qualitative inquiry. Mental Retardation 41(5): 313-328.
Salend,S. J.,&Garrick-Duhaney,L. M.(2002)。家庭要说什么?如何注意并获得结果。教学特殊儿童35(1):62-66。
Sandall,S.,Hemmeter,M.L.,Smith,B.J.,&Mclean,M. E.(2005)。DEC推荐的实践:实际应用的全面指南(第107-126页)。Longmont,CO:Sopris West。
Peck, A., & Scarpati, S. (2002) Special Education Around the World. Teaching Exceptional Children 34(5): 4.
Turnbull,A.P.,Turbiville,v。,Turnbull,H. R.(2000)。家庭专业伙伴关系的演变:二十一世纪初为模型的集体赋权。在Shonkoff,J.P.&Meisels,J.(EDS)。早期儿童干预手册(第630-650页)。剑桥,英国:剑桥大学出版社。
Turnbull, A., Turnbull, R., Erwin, E. J., & Soodak, L. C. (2006). Families, Professionals, and Exceptionality: Positive outcomes through partnerships and trust, 5th ed. Upper Saddle River, NJ: Pearson Education Inc.