Welcome to Unit 6

Communicating and Collaborating: Family Involvement

CE240….Christine TerrillWelcome to seminar!

Weekly RemindersWeekly Reminders• Complete Readings

• Read Web Resources

• Complete the learning activities

• Discussion Board:• Post detailed responses to discussion question (100

words or more)• Share detailed feedback with at least 2 classmates

• Post response to Seminar Option 2 IF you do not attend seminar

• Complete Project

Project for Unit 6- Letter to ParentsProject for Unit 6- Letter to Parents

• Using the *Sample Business letter, found at the Writing Center, http://www.kaplan.edu/MyDesk2/Studentcenter/success/writing/pdfs/typestools/samples/Samples_of_Formal_Writing.pdf (page.13; writing a business letter)

• You are going to write a "letter to parents of a student who has demonstrated signs of a developmental delay”. This letter should professionally share your reasoning, concern, and support for the parents and the child after reading the scenario on the next slide.

 • *Please make sure to use this sample as your guide, in

order to follow the directions for a business letter.

Unit 6 Project cont.Unit 6 Project cont.

Joey is a three year old child who has a language delay. He does not pronounce beginning and

ending sounds. Some concerns with his speech and language include: articulation, fluency, word

finding, expressive language, receptive language and letter recognition. During a recent observation, there also seemed to be delays in

Joey’s behaviors; social maturity, frustration tolerance, and interaction with peers.

We will take a few minutes to look at the business letter format. Please go to the course home page for unit 6 and click on the link for the project…business letter

format.

Unit 6 Project RubricUnit 6 Project RubricUnit 6-Letter about Developmental DelaysPoint Range Total:125 pointsUnit 6 Project Grading Criteria

/100 points Content Use of sample business letterInclusion of reasoning for the letter to parentsDiscussion of concern about the delaysDescription of support for the parents and the childReferences to the readings/unit material

/25 points Mechanics/Structure:Spelling, Grammar checkedClear writing, smooth transitionsComplete sentences (no sentence fragments, run-ons)Subject/Verb agreement, punctuation, capitalization, etc.12 point font (Arial or Times New Roman)Double-spacedInclusion of a title page/reference page

 

Unit 6 OutcomesUnit 6 Outcomes• Describe the importance of partnership with the family of a child with

special needs • Identify strategies for advocacy on behalf of a child with special needs • Explain the importance of empowering families of children with

special needs • Demonstrate how to write a letter of advocacy on behalf of a child

with special needs

• Course outcomes practiced in this unit:• CE240-1: Identify common disabilities among young children with

special needs• CE240-2 Explain the necessity of early identification of special needs

and the importance of early intervention• CE240-3: Describe characteristics of effective strategies for young

children with special needs

Questions before we start?

Empower a family with special needsEmpower a family with special needs

• Public Law 101-476 (IDEA) clearly defines the rights of children with disabilities and their parents.

• A basic provision of Public Law 101-476 (IDEA) is the right of parents to participate in the educational decision-making process.

• HR 1350 is a proposed change to the existing law

You Tube Field TripYou Tube Field Trip

• Video - “Historical Perspective”• Please click on the link below…families• http://www.youtube.com/watch?v=VQRMu-70N-M

• Share after the video: What is your response to the video? How has the law changed to help families?

Rights under Public Law 101-476(IDEA)Rights under Public Law 101-476(IDEA)

• The child is entitled to a free, appropriate public education

• Appropriate means that it meets the unique educational needs of the child.

• The school must notify the parents if the child needs evaluation or a change in educational placement, or refuses a request for an evaluation or a change in placement.

• The parent has the right to request an evaluation if they think the child needs special education or related services (Child Development Institute, 2007)

Rights under Public Law 101-476(IDEA)Rights under Public Law 101-476(IDEA)• The school needs a written parent consent that

states the parent understands and agrees in writing to the evaluation and initial special education placement for the child.

• Parent consent is voluntary and may be withdrawn at any time.

• Right to obtain an independent evaluation if disagree with the school's evaluation.

• Right to request a reevaluation if they suspect the child's current educational placement is no longer appropriate. The school must reevaluate the child at least every 3 years, but the child's educational program must be reviewed at least once during each calendar year (Child Development Institute, 2007)

Rights under Public Law 101-476(IDEA)Rights under Public Law 101-476(IDEA)

• The right to request that the child be tested in the natural language

• An interpreter can be requested for a child that is hearing impaired.

• The school must communicate with parents in primary language.

• The parent has the right to review all of the child's records and obtain copies of these records, but the school may charge a reasonable fee for making copies (Child Development Institute, 2007)

Rights under Public Law 101-476(IDEA)Rights under Public Law 101-476(IDEA)

• The right to request a hearing to challenge the questionable information in the child's records.

• The parent must be fully informed by the school of all the rights provided to parent and child under the law.

• The parent has the right to participate in the development of the child's Individualized Education Program (IEP) or, in the case of a child under school age, the development of an Individualized Family Service Plan (IFSP).

Rights under Public Law 101-476(IDEA)Rights under Public Law 101-476(IDEA)

The school must make every possible effort to notify the parent of the IEP or IFSP meeting and arrange it at a time and place agreeable to the parent.

The child has the right to be educated in the

least restrictive school setting possible. The right to due process (Child Development Institute, 2007).

What does least restrictive environment mean?

According to our text…

• Most normalized environment in which the needs of a child with disabilities can be met appropriately

• The LRE is interpreted as the environment in which typically developing children function

Virtual Field TripVirtual Field Trip

• Go to the Rights link in the Information box. • http://www.kidsource.com/kidsource/content5/

rights.child.w.dis.html

• Take 5 minutes to read the article.

• Share: What Are Your Responsibilities, As A Parent, In The Special Education Process?

Role of the Early Childhood ProfessionalRole of the Early Childhood Professional

• Facilitate empowerment for families• Respect family choice• Appreciate cultural differences• Value linguistic differences• Communicate effectively with families• Recognize you are part of a team to help the

child (Allen & Cowdery, 2009).

Role of the ECE ProfessionalRole of the ECE Professional

• Stress positives or appreciative comments about the child’s day in front of child and parent

• Discuss concerns in private• Encourage parental observations• Encourage involvement in parent support groups• Provide home visits and other services as needed

(Allen & Cowdery, 2009)

Family AdjustmentFamily Adjustment

• Financial burdens – expensive medical treatments, foods, equipment, etc.

• Frightening episodes can occur• Transportation challenges• Around the clock demands, fatigue• Little or no chance for recreation• Jealous siblings• Marital stresses

(Allen & Cowdery, 2009)

Advocate for a child or familyAdvocate for a child or family

Recognize that the parent has a long term involvement in the child’s current and future educational processes

Understand that parents may be on burn out mode

Help parents develop coping strategies

Give parents opportunity to share what form of communication works best for them (Allen & Cowdery, 2005).

Advocates for the family and childAdvocates for the family and child

Stress positives or appreciative comments about the child’s day in front of child and parent

Discuss concerns in private

Encourage parental observations

Encourage involvement in parent support groups

Provide home visits and other services as needed (Allen & Cowdery, 2005).

Any other ideas how we can advocate for families and children?

Any other ideas how we can advocate for families and children?

Partnering with FamiliesPartnering with Families

Communication• Informal exchanges• Parent observations• Telephone calls• Written notes• Two-way journal• Conferences• Email(Allen & Cowdery, 2009)

Virtual Field TripVirtual Field Trip

• Go to the link Parent link in the Information box.• http://www.childdevelopmentinfo.com/learning/parent_teac

her.shtml

• Take 7 minutes to read “Establishing a Parent-Teacher Relationship”

• Share: Choose one of the guidelines. Explain it in your own words and how it might help you better communicate with a parent.

Did you learn anything new? Did anything “stick” out to you about the rights and responsibilities of

parents of children with disabilities?

Questions about Unit 6?

ReferencesReferences

Allen, E.K., Cowdery, G.E. (2009). The Exceptional Child: inclusion in early childhood education. United States of America: Thompson Delmar Learning

Child Development Institute. (2007) Rights and Responsibilities of Parents of Children With Disabilities. Retrieved May 11, 2008 from website link in unit 6 in CE240: Caring for Infants and Toddlers with Special Needs by Kaplan University.

Thank you for joining me tonight!

Have a nice week!Any questions, let me know.Good luck on your project!

Happy Learning!Please review the gradebook when you can.