PARTNERSHIPS WITH FAMILIES OF CHILDREN WITH

DIVERSE LEARNING NEEDS

Specifically ELL/ESL and Children with Disabilities

INCLUSION

An inclusion classroom is a classroom where everyone is “included” in the learning and social experiences offered.

Every inclusion classroom looks and feels different.

Students “included” in regular education opportunities may have diverse learning needs:

1. ESL / ELL 5. Social / Emotional disabilities

2. Vision disabilities 6. Physical disabilities

3. Hearing disabilities 7. Learning disabilities

4. ADD / ADHD 8. Processing disorders

WARMING UP

For today’s “warm-up” activity, brainstorm at least 2 questions you would ask a parent of a child with a disability about their partnerships and relationships with teachers and schools.

Next, brainstorm at least 2 questions you would ask an ESL/ELL teacher about their partnerships with parents of inclusion students, many speaking a different language.

You have until the end of the song! Enjoy this amazing painist and autistic child!

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PARTNERSHIPS WITH PARENTS

What do you think - INVOLVEMENT OR ENGAGEMENT? Let’s discuss this before we go any further. (see handout)

It is of utmost importance to create partnerships with parents of children with disabilities!

Teachers need families to gain valuable information about developmental, medical, social, and emotional history.

Teachers can assist parents in obtaining the skills and information needed to help their child at home.

Partnerships between home and school create continuity for the child, which is very important for children with disabilities

http://www.youtube.com/watch?v=Y9YU2hWmttghttp://www.youtube.com/watch?v=Y9YU2hWmttghttp://www.youtube.com/watch?v=Y9YU2hWmttghttp://www.youtube.com/watch?v=Y9YU2hWmttg

EFFECTIVE PARTNERSHIPS

Treat parents as individuals Show them respect and dignity and DO NOT categorize them or stereotype!

Focus on the present and the future Avoid discussing the past or source of the disability and focus plans on actions to help the child/family now and later. This helps parents appreciate progress and abilities.

Clarify information Parents may need clarification regarding disability services, laws, and policies, as well as, medical and educational terms. Speak in plain language when possible and communicate regularly with the “team”.

Be hopefully realistic Optimism is good, but do not give false hope! Help parents rejoice for small successes, and communicate specifically and frequently.

Help families let go Support parents in the importance of helping their child succeed independently. Parents have conflict with separation anxiety / overprotecting and independence. Teachers can foster this in the daily classroom and share the successes with families

EFFECTIVE PARTNERSHIPS

Increase family involvement in the classroom Provide meaningful opportunities for families to contribute in the process of helping their child. Observation and participation in classroom activities helps parents SEE how their child is progressing and the teacher’s methods of instruction. It also helps parents with continuity in helping their child learn at home. Remember though, that parents are BUSY!

Know available community resources Teachers must be familiar with all community resources that may be helpful to families of children with special needs. Parents will need teachers’ knowledge for referrals. Teachers can also refer parents to literature that will assist them with the feelings and emotions they may be feeling.

Help re-establish self-confidence Teachers should help parents make links to the outside world (socially). Introducing and involving families with other families help parents connect to others and realize they are worthy of relationships with “regular” families. Also helping families get involved in advocacy efforts helps them feel more powerful and make a positive impact on their community.

THINGS TO AVOID

While teachers may be highly prepared to work with children and types of subject matter, they are not always prepared to work effectively with parents. All teachers, especially regular education teachers, should be sensitive to the feelings and needs of parents of children with disabilities. Cook, Tessier, and Klein (1996) recommend the following things to avoid in dealing with parents:

a. Professional ignorance--Pretending there is nothing wrong with a child, when there is clearly a disability.b. Professional hopelessness --Conveying negative, defeatist attitudes.c. Referral ad infinitum--Referring parents to one professional after another, the reverse of the problem

some parents have of continually "shopping" for more positive diagnoses.d. Veil of secrecy--Withholding information from parents, despite their rights to have it.e. Deaf ear syndrome--Ignoring the requests or comments of parents.f. Professional omniscience--A know-it all.g. Professional omnipotence--Knowing what is best.h. Parents as patients--Regarding the parent to have a problem because he or she has a child with a

disability.

PARTNERSHIPS WITH ELL/ESL PARENTS

The inclusion of ELL/ESL students in a regular education classroom creates the need for special relationships with the families of these children.

All of your background for communicating and celebrating cultures and diversity come into play here!

Form groups of two or three and read the assigned article. Share NEW ways you can foster partnerships with these families.

REMEMBER...

Some common barriers to parental involvement, especially for those families who are new to the community and are ELL, include:

• Language barriers • Cultural differences • Parents not feeling welcomed • Parents’ feeling intimated (size of school, the use of jargon, etc.) • Parents not understanding the system • Parents’ feeling that they have nothing to contribute • Lack of time or scheduling conflicts/difficulties • Lack of transportation • Lack of childcare

A FEW MORE IDEAS

• Ask parents to come to the schools to help with activities and events. Let the parents share aspects of their language and culture with the students and staff.

• Invite families to numerous events that happen at school, not just ESL Night. Ask community members that may speak the same language or come from similar backgrounds to help with communication during concurrent sessions.

• Some families may volunteer to carpool to bring interested families to events. • Go into the community where the families live, shop, and interact. Hold meetings in the local library or the neighborhood center. Set up information tables at social events and gatherings. • Acknowledge major holidays or dates on the school calendar/website. Feature articles about communities, events, families in the school newspaper and other publications.

ASSIGNMENT

Make a top ten list to share with the class on your blog.

Out of everything we learned today about family partnerships, what do YOU think is the most important to families and teachers.

Post your list today and comment on two other lists. Are they the same or different?