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| Historical and Legal Foundations of Family Involvement in Special Education | |
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| Chapter Outline | |
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| Chapter Objectives | |
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| Introduction | |
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| Overview of Historical and Legal Foundations of Family Involvement in Special Education | |
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| Historical Foundations of Special Education | |
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| Individuals with Disabilities Education Improvement Act (IDEA) of 2004 | |
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| Procedural Safeguards: Parent Participation and Due Process | |
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| Child Find/Zero Reject | |
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| Appropriate Evaluation | |
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| Free Appropriate Public Education | |
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| Least Restrictive Environment | |
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| Individualized Education Program | |
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| The Individualized Education Program (IEP) Team | |
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| IEP Meeting | |
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| IEP Development | |
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| Extended School Year Services | |
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| Individual Family Service Plans | |
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| Individual Transition Plans | |
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| No Child Left Behind Act | |
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| Right to Educational Achievement | |
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| Applications for Parents | |
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| The Family Education Rights and Privacy Act | |
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| Access to Records | |
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| Limiting Access to Records | |
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| Amending and Destroying Records | |
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| Age of Majority | |
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| IDEA and FERPA | |
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| Section 504 of the Vocational Rehabilitation Act of 1973 | |
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| The 504 Plan | |
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| The Americans with Disabilities Act | |
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| Chapter Summary | |
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| Linking Standards to Practice | |
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| Resources | |
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| Historical and Current Perspectives of Family Involvement | |
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| Chapter Outline | |
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| Chapter Objectives | |
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| Introduction | |
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| Historical Perspective | |
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| Historical Treatment of Individuals with Disabilities | |
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| Philosophical influences | |
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| Advocacy | |
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| Legal protection | |
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| History of Family Involvement in Education | |
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| Families and schools | |
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| Laws | |
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| Current Perspectives of Family Involvement | |
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| Overlapping spheres of influence | |
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| Model of parent involvement | |
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| Parent involvement mechanisms | |
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| Barriers to School Involvement | |
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| Profiles of Families of Children with Special Needs | |
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| Financial Stress | |
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| Social Stigmatization | |
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| Emotional Difficulty and Stress | |
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| Chapter Summary | |
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| Linking Standards to Practice | |
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| Resources | |
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| Family Members' Roles and Characteristics | |
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| Chapter Outline | |
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| Chapter Objectives | |
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| Introduction | |
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| Roles of Parents | |
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| Parents as Advocates | |
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| Social support advocacy | |
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| Interpersonal advocacy | |
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| Legal advocacy | |
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| Parents as Learners | |
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| Parents as Teachers | |
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| Parent and Family Characteristics | |
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| Fathers | |
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| Mothers | |
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| Isolated Parents | |
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| Extended Family | |
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| Non-traditional Family | |
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| Single or teen parents | |
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| Foster families | |
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| Gay or lesbian families | |
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| Siblings | |
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| Working with Siblings | |
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| Provide information | |
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| Acknowledge feelings | |
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| Give attention | |
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| Sibling Concerns | |
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| Sibling caretakers | |
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| Sibling interpreters | |
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| Identifying sibling difficulty | |
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| Chapter Summary | |
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| Linking Standards to Practice | |
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| Resources | |
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| Communicating and Collaborating with Families | |
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| Chapter Outline | |
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| Chapter Objectives | |
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| Introduction | |
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| Overview of Communicating and Collaborating with Families | |
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| Purpose of Communication Purpose and Benefits of Collaboration | |
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| Mutual Support | |
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| Shared Knowledge | |
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| Supported Student Learning | |
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| Collaborative Practices | |
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| Collaboration and Communication with Families | |
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| Parity | |
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| Common Goals | |
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| Trust and Respect | |
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| Styles of Communication | |
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| Cultural Influences | |
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| Barriers to Communicating and Collaborating | |
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| Collaborative Attitudes | |
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| Communication Skills | |
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| Active Listening | |
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| Non-Verbal Communication | |
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| Verbal Language | |
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| Reflecting | |
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| Clarifying | |
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| Summarizing | |
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| Asking Questions | |
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| Giving and Receiving Feedback | |
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| Using Leading Strategies | |
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| Reducing Miscommunication | |
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| Problem-Solving | |
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| Resolving Conflict Constructively | |
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| Negotiating | |
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| Conflict Management Styles | |
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| Chapter Summary | |
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| Linking Standards to Chapter Content | |
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| Resources | |
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| Overview of Diversity Among Families and Professionals | |
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| Chapter Outline | |
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| Chapter Objectives | |
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| Introduction | |
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| Demographics | |
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| Children receiving special education | |
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| Families | |
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| Family Structure | |
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| Family and Professional Values | |
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| Family Dynamics | |
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| Poverty | |
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| Chapter Summary | |
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| Linking Standards to Chapter Content | |
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| Resources | |
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| Cultural Competence and Working with Families from Diverse Backgrounds | |
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| Chapter Outline | |
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| Chapter Objectives | |
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| Introduction | |
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| Cultural Competence | |
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| Multicultural Considerations for Parent Involvement | |
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| Heterogeneity Among Diverse Populations | |
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| Working with Families from Diverse Backgrounds | |
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| Family Role Patterns | |
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| American Indians or Alaska Natives | |
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| African Americans | |
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| Hispanics | |
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| Asian, Native Hawaiian, and Other Pacific Islander Americans | |
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| Language, Communication, and Culture | |
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| Non-Verbal Communication | |
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| Verbal Communication | |
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| Language Characteristics | |
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| American Indians or Alaska Natives | |
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| African Americans | |
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| Hispanics | |
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| Asian, Native Hawaiian, and Other Pacific Islander Americans | |
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| Health, Illness, and Disability Beliefs | |
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| American Indians or Alaska Natives | |
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| African Americans | |
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| Hispanics | |
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| Asian, Native Hawaiian, and Other Pacific Islander Americans | |
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| Barriers to Working Effectively with Families from Diverse Backgrounds | |
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| Strategies for Working with Families from Diverse Backgrounds | |
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| Chapter Summary | |
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| Linking Standards to Chapter Content | |
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| Resources | |
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| Understanding the Family Perspective | |
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| Chapter Outline | |
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| Chapter Objectives | |
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| Introduction | |
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| Understanding the Professional Perspective | |
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| Understanding the Family Perspective | |
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| Coping with Disability | |
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| Appraisal | |
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| Family Cohesiveness | |
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| Social Support | |
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| Child's Condition | |
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| Education and SES | |
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| Family Perceptions of Special Education Services | |
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| Barriers to Participating in Special Education Processes | |
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| Facilitating Family Involvement | |
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| Information | |
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| Trust | |
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| Communication | |
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| Chapter Summary | |
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| Linking Standards to Chapter Content | |
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| Resources | |
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| Creating IEPS with Families and Strategies for Involving Students | |
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| Chapter Outline | |
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| Chapter Objectives | |
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| Introduction | |
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| Creating IEPs with Families | |
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| Planning and Conducting IEP Meetings | |
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| Placement | |
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| Goals | |
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| Assistive Technology | |
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| Related Services | |
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| Assessment | |
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| Transition | |
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| Strategies for Involving Students | |
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| Pre-IEP Planning and Preparation | |
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| IEP Planning and Preparation | |
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| IEP Meeting | |
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| IEP Monitoring | |
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| Chapter Summary | |
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| Linking Standards to Chapter Content | |
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| Resources | |
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| Overview of Diversity among Families and Professionals | |
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| Chapter Outline | |
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| Chapter Objectives | |
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| Introduction | |
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| Ethical Considerations on Educational Practice | |
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| Definition of Ethics | |
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| Codes of Ethics | |
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| National Education Association | |
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| National Association for the Education of Young Children | |
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| Council for Exceptional Children | |
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| The Ethical Concept of Doing No Harm | |
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| Doing No Harm with Children and Youth | |
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| Doing No Harm with Parents and Families | |
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| Strategies to Ensure Ethical Practices When Working with Families | |
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| Barriers to Ethical and Confidential Practices When Working With Families | |
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| Inadequate Communication | |
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| Educational Jargon | |
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| Lack of Trust | |
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| Myriad Points of View | |
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| Scheduling and Space Issues | |
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| Chapter Summary | |
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| Linking Standards to Chapter Content | |
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| Resources | |
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| Special Considerations for Families: Birth through High School | |
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| Chapter Outline | |
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| Chapter Objectives | |
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| Introduction | |
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| Special Considerations When Working With Families of Infants and Toddlers or Preschoolers | |
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| Working with Families of Infants and Toddlers | |
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| Individualized Family Service Plan | |
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| Statement of child's level of development | |
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| Statement of family priorities, resources, and concerns | |
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| Major outcomes | |
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| Statement of early intervention services | |
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| Projected dates for initiation and duration of services | |
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| Service coordination | |
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| Transition plan | |
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| Working with Families of Preschoolers | |
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| Summary | |
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| Special Considerations When Working with Families of Elementary and Secondary Aged Children | |
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| Concerns of parents of elementary-aged students | |
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| Safety | |
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| Attitudes of others | |
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| Friendships | |
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| Quality of the child's education | |
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| Working with Families with Elementary-aged Students | |
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| Volunteerism | |
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| Response to intervention | |
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| Individualized Education Programs (IEPs) | |
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| Transition to secondary schools | |
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| Summary | |
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| Working with Families with Secondary-ages Students | |
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| Individual Transition Plans | |
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| Summary | |
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| Chapter Summary | |
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| Linking Standards to Chapter Content | |
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| Resources | |
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| Special Considerations for Families: Post-Secondary Students | |
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| (by Tessie Rose, Ph.D., Mary Anne Prater, Ph.D., & Nancy M. Sileo, Ed.D) | |
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| Chapter Outline | |
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| Chapter Objectives | |
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| Introduction | |
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| Special Considerations for Families with Adult Children with Disabilities Living at Home | |
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| Perceived benefits | |
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| Perceived challenges | |
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| Families with adult children living in community settings | |
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| Families with adult children with disabilities in post-secondary education settings | |
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| Lack of awareness | |
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| Lack of adequate preparation | |
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| Financial aid barriers | |
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| Difficulties with interagency collaboration | |
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| Recommendations for working with families of post secondary aged children | |
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| Problem solving approaches | |
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| Futures planning | |
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| Consumer directed support | |
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| Education and information sharing | |
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| Summary | |
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| Special Considerations for Families of Children with Disabilities in Residential Facilities | |
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| Families with children in residential facilities | |
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| Aging family caregivers | |
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| Challenging behaviors | |
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| Family stress | |
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| Child desire for change of placement | |
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| Recommendations for service providers | |
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| Summary | |
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| Chapter Summary | |
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| Linking Standards to Chapter Content | |
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| Resources | |
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| Special Considerations for Families: Post-Secondary Students | |
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| (by Nancy M. Sileo, Ed.D., & Mary Anne Prater, Ph.D.) | |
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| Chapter Outline | |
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| Chapter objectives | |
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| Introduction | |
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| A Family's Voice by Karolyn King-Peery | |
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| Applications and considerations | |
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| A Family's Voice by Claire Lynough Tredwell Our Journey Together | |
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| Applications and considerations | |
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| A Family's Voice by Ramon | |
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| Applications and considerations | |
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| A Family's Voice by Angela Quidileg Life Experience and My Culture | |
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| Applications and considerations | |
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| A Family's Voice by Elizabeth and Michael Ferro | |
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| Applications and considerations | |
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| A Family's Voice by Sarah Hanson, Lee Haney and Jennifer Hanson | |
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| Applications and considerations | |
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| Chapter Summary | |
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| Appendices | |
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| NEA Code of Ethics | |
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| NAEYC Code of Ethical Conduct and Statement of Commitment | |
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| CEC Code of Ethics for Educators of Persons with Exceptionalities | |
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| References | |