Implementation Family Issues and Concerns

Early Learning Foundation for all subsequent learning –Patterns of behavior begin to develop Gaps between children with delays and typically developing peers usually widen in time –Increasing variance evident at around 8 months Delays can result in compounding deficits across developmental areas for children at-risk and with disabilities – Especially for those with physical, sensory, and mental impairments

Early Intervention Can make a difference –The earlier, the better Intervention: Learning must be accelerated for children to catch-up and avoid problem of “cumulative achievement decrements” Follow-Through: Supports must remain in place to maintain gains and avoid “wash- out”

Cultural & Linguistic Awareness Be aware of varying cultural values and alert to differences in what is considered acceptable behavior Try to be current on expressions that might be commonly communicated by people from different groups Take into account family concerns about child losing touch with culture and/or language

Controversies Ebonics Prescriptive Grammar

Interpretation Communications in child/family’s primary language –Notifications, rights, forms, tests Interpreter at IFSP/IEP meetings and trainings –Interpretation for staff as well

Implementation Families with Infants, Toddlers and Preschoolers

Family Concerns Meeting family needs –District/school commitment Ability to implement intervention strategies –Important for consistency –Provide assistance as needed –Model practices –Invite to observe others interacting w/child –Distribute written guidelines and instructions Less family focus in programs –From IFSP to IEP

Transitions Prepare for program/school transitions: –From home to birth to three center –From 0 – 3 program to preschool –From preschool to primary school –Be aware of and share information with families regarding various placement alternatives, including “Options for Knowledge” programs in Chicago

Implementation Families of Children with Mild Disabilities

Perceptions May or may not: Be aware of implications of mild disability Ask for help in understanding what is best for child Prefer placement in least restrictive environment Ask for help with implementing intervention techniques Recommend or ask for specific interventions

Concerns Quality of life concerns Optimism/pessimism about child’s potential and possible outcomes –May ask for prognosis from school staff Risks for siblings Gaps between child and typically developing peers

Implementation Families of Children with Severe Disabilities

Perceptions May or may not: Be aware of implications of severe disability Ask for help in understanding what is best for child Prefer placement in least restrictive environment Ask for help with implementing intervention techniques Recommend or ask for specific interventions

Concerns Quality of life Optimism/pessimism about child’s potential and possible outcomes –May ask for prognosis from school staff Risks for siblings Gaps between child and typically developing peers

Try to Keep in Mind A disability is often a serious concern for families, regardless of the age of the person or the severity of the disorder What may seem insignificant to some may be very significant to others and vise versa Remember long history of discrimination and exclusion of people with disabilities, including Eugenics movement and cultures that have practiced infanticide Avoid playing an adversarial role: We are all on the same side

The Art and Science of Education Teaching children, families & staff: How is teaching an art? –Creatively instructing large groups, small groups, partners & individuals, while accommodating for group & individual differences –Others? How is teaching a science? –Research-based practice –Others?