CHAPTER 6: WORKING WITH FAMILIES OF CHILDREN WITH DISABILIES Families, Schools, and Communities: Building Partnerships for Educating Children Sixth Edition Patricia A. Scully Chandler Barbour Hilary Roberts-King

Why this topic matters: Over 10% of the total school population in the U.S. are eligible for special education services. The majority of children with disabilities will be placed in regular education classrooms and, as a teacher, you will be expected to understand the terminology and issues related to special education. Learning how to work with families of children with disabilities will enable you to teach their children more effectively.

Learning Objectives Explain how children with disabilities differ from children with other special needs. Describe the importance of the Individuals with Disabilities Education Act (IDEA) for families and how IDEA’s six principles governing the education of students with disabilities pro-vide support for them and their children. Discuss the impact that a child with disabilities can have on a family.

Learning Objectives cont. Describe why the early identification of disabilities is desirable and how early intervention helps families ensure that their children achieve their maximum potential Define individualized education plan (IEP), least restrictive environment (LRE), and inclusion and describe how to build effective strategies to build relationships with families of children with disabilities in the school setting. Assess the importance of community agencies in meeting the needs of persons with disabilities and the needs of their families.

Children with special needs include: Gifted and talented children Children who are linguistically or culturally different from the mainstream Children who are at risk for school failure because of poverty or other social conditions Children with health and medical conditions that may impede their success in school Children with disabilities

Children with special needs need accommodations Children with health and behavior issues may receive accommodations under a 504 Plan of the Vocational Rehabilitation Act Gifted and talented children may receive accommodations based on their school district’s policies for gifted and talented children or through differentiation of instruction by their classroom teacher English language learners may receive accommodations from specially trained ESOL teachers Children living in poverty may benefit from Title I funding of their school. But children with diagnosed disabilities must be provided with special education services under IDEA

Individuals with Disabilities Education Act (IDEA) Zero rejection. Nondiscriminatory and multidisciplinary evaluations. Appropriate education. Least restricted environment (LRE). Procedural due process. Parent and student participation.

A child with disabilities impacts the family Emotional Impact Varies from family to family Changes over time Affects parents and siblings Multicultural Issues Disproportionate number of minority children Need translation of documents and a translator Sensitivity to misunderstandings and miscommunications Medication A medical and family decision Families may require respite and all need support

Early identification and intervention Behavior problems and school failure can be prevented or reduced. Special instruction, speech and language work, physical therapy, occupational therapy and/or other services enhance children’s development. Parents learn ways to support their child’s development at home. Society profits from because children who receive early intervention are often ready to participate in a general education classroom at significantly less cost when they reach school age.

IEP, LRE, and Inclusion Some children spend the majority of time in a general education classroom where they receive services from a special educator and other specialists Children with more severe disabilities may be in self-contained special education classrooms but be included in general education for lunch, recess, and special subjects like art and music so that they can benefit from social interaction with typically developing peers. The individual child’s Individual Education Program (IEP) will determine the extent of his or her participation in a general education classroom based on the child’s needs and the Least Restrictive Environment (LRE).

Building relationships with families Teachers establish collaborative relationships through: Friendliness Optimism Patience Sincerity and honesty Tact Responsiveness Openness to suggestions Respect for each family’s strengths, culture, language, and ability to make decisions for their child.

Importance of community agencies Activities, field trips, recreational classes, dances, and other gatherings geared to children with particular disabilities. Day and residential camps for children with various physical, behavioral, and cognitive disabilities. Clubs, scout troops, before- and after-school child-care programs, sports teams, performing arts groups, and other activities with their typically developing peers.

In Summary… Parent collaboration is essential in the process of determining the best educational setting for children with disabilities Helping parents negotiate the complex process of identifying children with special needs and the legal procedures involved in making a placement is an important task for teachers