EDU 442 Teaming, Collaborating, and Communicating: Building Relationships Between Professionals, Families of Young Children with Special Needs, and Community Agencies . Chapter One. Historical and Current Roles of Families and Parents. Parents as the Source of Their Child’s Disabilities.
Teaming, Collaborating, and Communicating:
Building Relationships Between Professionals, Families of Young Children with Special Needs, and Community Agencies
Historical and Current Roles of Families and Parents
Legislation providing services for young children with disabilities (1968: model demonstration grants)
Schools as Systems: The Context for Family-Professional Collaboration
In the ecology of the child, important systems include family and school
Child and Family: Interpersonal interactions. The level within which a child experiences immediate interactions with other people. At the beginning, the micro-system is the home, involving interactions with only one or two people in the family ("dyadic" or "triadic" interaction). As the child ages, the micro-system is more complex, involving more people, such as in a child-care center or school. Bronfenbrenner noted that when increased numbers in a child's micro-system result in more enduring reciprocal relationships, then increasing the size of the system will enhance child development.
The interrelationships among settings such as home, child care center & school. The stronger and more diverse the links among settings, the more powerful an influence the resulting systems will be on the child's development. In these interrelationships, the initiatives of the child, and the parents' involvement in linking the home and the school, play roles in determining the quality of the child's meso-system.
The quality of interrelationships among settings is influenced by forces in which the child does not participate, but which have a direct bearing on parents and other adults who interact with the child. These may include the parental workplace, school boards, social service agencies, and planning commissions.
II – Gen ed class + consultant
III – Gen ed class + spec. ed resource room
IV – Spec ed class + some general education
V – Special education classroom 100%
VI – Separate school for students with special needs
VII – Residential School or Homebound/ Hospital instruction programContinuum of Placements(From Least to Most Restrictive Environment)
1. Working alone:
2. Working with a partner or in groups, and using your texts as reference material:
A. Identify some key issues that were previously unknown to you, in regard to the historical, legal, & philosophical basis for family participation in education and family-centered services
B. Describe how your understanding, attitude and/or behavior might be altered by this information.