1. Working with Families of Children with Disabilities
Chapter 6
Working with Families of Children with Disabilities

2. Table of Contents Lesson 6 Assignments Overview Slide 3
Lesson 6 Concepts Overview Slide 4
Lesson 6 Concepts in Detail Slides
Summary Slide 14

3. Lesson 6 Assignments This week, students will:
Take Self-Test, Lesson 6
Review Study Guide, Lesson 6
Read Chapters 6
Review PowerPoint, Lesson 6
Participate in Discussion Forum, Lesson 6
Complete Community Service Lab Hours
Take Post-Quiz, Lesson 6

4. Lesson 6 Concepts Overview
In Lesson 6 we will cover the following core concepts:
Overview of Federal Special Education Laws
Families Raising Children with Disabilities
Children with Disabilities in School
Community Support for Children with Disabilities

5. Overview of Federal Special Education Laws
Since 1975, several legislative endeavors have expanded and clarifies the provisions for special education. America has undergone considerable adjustment in providing special education facilities, restructuring buildings, reorganizing staff, and modifying curricula.
In 1986, legislation expanded school programs to cover preschoolers with disabilities.
In 1997, legislation brought services to infants and toddlers.
The notion driving this move was that early identification of disabilities meant that additional time and instruction would enhance the child’s later schooling.

6. Overview of Federal Special Education Laws (Cont.)
Now known as the Individuals with Disabilities Education Act (IDEA), this legislation has been immensely important for children with disabilities.
The following six principles undergird special education reform:
Zero rejection
Nondiscriminatory and multidisciplinary evaluations
Appropriate education
Least restructured environment
Procedural due process
Parent and student participation

7. Families Raising children with Disabilities
Emotional Impact
Having a child with special need presents unique challenges to parents, and for some, the initial discovery can be very traumatic.
Early Identification and Intervention
The benefits of early identification are well documented. When children’s learning problems are recognized early, behavior problems and school failure can be prevented or reduced.

8. Families Raising children with Disabilities (Cont.)
Multicultural Issues
A growing concern among educators and advocates is the disproportionate number of minority children who receive special education services.
There are numerous factors that may account for this, one possible explanation is that children from minority families are also disproportionately from families with low incomes.
When working with families from minority ethnic or language groups, it is essential that professionals display respect for the parents’ culture and provide the legally mandated translations of important documents about the child.

9. Families Raising Children with Disabilities (Cont.)
Medication
The decision to give medication to a child can be difficult.
Parents must work closely with their child’s physician to determine if medication will be beneficial.
Children who are medicated should have full treatment plans that include behavior interventions and therapy as needed.
Respite and Support
Programs, training, and support groups for families raising children with disabilities can sustain parents and provide much needed information.

10. Children With Disabilities in School
When children diagnosed with disabilities as infants and toddlers enter preschool, they shift from the IFSP to and individualized education program (IEP).
Preschool Program
IDEA mandates that schools locate, identify and evaluate preschool children with disabilities in their communities through the child-find process.
The goal of child find is to locate children who may need intervention.
General Educators and Children with Disabilities
Children with disabilities receive a continuum of services provided by both general and special educators, as well as other specialists.
Children may be placed in their classroom full time, in what is called full inclusion.

11. Children with Disabilities in School (cont.)
The Referral and Assessment Process
Referral
Some disabilities are diagnosed at birth, while others during the preschool years, and still others during elementary school.
While general educators may be the first to suspect that a child has special learning needs, they do not have the responsibility or training to diagnose disabilities.
Educators, together with doctors, nurses, other school personnel, and parents can make a referral to determine if a child needs special education.
Assessment
Once a child has been referred for special education, an evaluation team will begin the assessment process.
Once a child has been evaluated, the evaluation team will meet to share the findings and begin writing the IEP and determine what specific services the child needs.
The IEP sets out the goals and instruction for a student with a disability from ages 3 to 21.

12. Children with Disabilities in School (Cont.)
Welcoming a Child with Disabilities into the General Education Classroom
The teacher’s attitude is the single most important influence on the success of a child with disabilities placed in a general education classroom.
General education teachers will need to find out as much information as possible about any child with disabilities assigned to their classroom.
Although the debate continues about the merits of full inclusion, it is certain that all children will benefit hen children with and without disabilities attend school together.

13. Community Support for Children with Disabilities
Although schools play an important role in educating children with disabilities and supporting parents, the larger community also offers resources for these children and their families.
Teachers and other school personnel are knowledgeable about their community and can help parents can children access these out-of-school opportunities.

14. Summary
In this PowerPoint, we covered the following core concepts from Chapter 6:
Overview of Federal Special Education Laws
Families Raising Children with Disabilities
Children with Disabilities in School
Community Support for Children with Disabilities