1. Chapter Four Parents, Families, and Exceptionality

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4. A Family Systems Approach Turnbull, Turnbull, Erwin, Soodak, & Shogren (2011) described the family systems approach as having an underlying belief that a family is an interrelated social system with unique characteristics and needs. Their model contains four key elements:  Family characteristics  Family interaction  Family functions  Family life cycle 4

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6. Stages of Parental Reaction to Disability  Shock  Denial  Grief and Depression  Ambivalence  Guilt  Anger  Shame  Bargaining  Adaptation  Acceptance Watch this video to learn about a family’s experiences with their son with special needs: Including Samuel Including Samuel 6

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8. Disability and the Family Disability impacts relationships within the family including:  Marital  Parent/child  Siblings  Grandparents 8

9. Working With Families Who Are Culturally and Linguistically Diverse Cultural sensitivity implies an awareness of, respect for, and appreciation of the many factors that influence and shape the values, priorities, and perspectives of both individuals and families. 9

10. Recommendations for Providing Families with Culturally Sensitive Services  Use the family's desired language and preferred mode of communication  Recognize the importance of extended family members  Use culturally competent interpreters  Learn about culturally relevant variables  Participate in the local community  Learn a working knowledge of the language  Address family members using formal titles  Consider possible barriers to meetings such as child care or transportation issues  Welcome community members as cultural liaisons 10

11. Cultural Reactions to Disability Generally speaking, in the United States, it is believed that the cause of a disability can be identified and treated scientifically Different cultures may view disability in different ways:  fate  spiritual or religious reasons  violation of social taboos  intergenerational retribution  a form of diversity 11

12. Suggestions for Facilitating Family and Professional Partnerships  Active listening  Establish an atmosphere of genuine caring  Awareness of both verbal and nonverbal messages and their significance  Involve families in decision-making processes and keep them informed  Explain educational terminology  Acknowledge feelings  Be accountable 12