Working with Families of Children with Special Needs: Family and Professional Partnerships and Roles

Working with Families of Children with Special Needs: Family and Professional Partnerships and Roles, 1st edition

  • Nancy M Sileo, 
  • Mary Anne T Prater

Choose the option that's right for you

Single

$9.99 / mo

4-month minimum term for $39.96

  • Access this eText title
  • Up to 2 devices

Multi

$14.99 / mo

4-month minimum term for $59.96

  • Access over 1,500 titles
  • Up to 2 devices
  • Discounted tutor access

Learn more, spend less

  • Icon

    Listen on the go

    Learn how you like with full eText audio

  • Icon

    Learn anytime, anywhere

    Get the app to access your eText whenever you need it

  • Icon

    Make it your own

    Your notes. Your highlights. Your eText

  • Icon

    Find it fast

    Quickly navigate your eText with search

  • Icon

    Stay organized

    Access all your eTexts in one place

Overview

Working With Families Of Children With Special Needs helps you understand the challenges and needs of these families as well as the skills and strategies for working with them. This text offers a thorough discussion of the common legal and ethical concerns for children with special needs and their families.

Published by Pearson (July 26th 2021) - Copyright © 2012

ISBN-13: 9780137618064

Subject: Special Education

Category: Collaboration in Special Education

Table of contents

1. Historical and Legal Foundations of Family Involvement in Special Education
(by Betty Y. Ashbaker, PhD, Tina T. Dyches, EdD, Mary Anne Prater, PhD, & Nancy M. Sileo, EdD)

Chapter Outline
Chapter Objectives
Introduction
Overview of Historical and Legal Foundations of Family Involvement in Special Education
Historical Foundations of Special Education
Individuals with Disabilities Education Improvement Act (IDEA) of 2004
Procedural Safeguards: Parent Participation and Due Process
Child Find/Zero Reject
Appropriate Evaluation
Free Appropriate Public Education
Least Restrictive Environment
Individualized Education Program
The Individualized Education Program (IEP) Team
IEP Meeting
IEP Development
Extended School Year Services
Individual Family Service Plans
Individual Transition Plans
No Child Left Behind Act
Right to Educational Achievement
Applications for Parents
The Family Education Rights and Privacy Act
Access to Records
Limiting Access to Records
Amending and Destroying Records
Age of Majority
IDEA and FERPA
Section 504 of the Vocational Rehabilitation Act of 1973
The 504 Plan
The Americans with Disabilities Act
Chapter Summary
Linking Standards to Practice
Resources

2. Historical and Current Perspectives of Family Involvement
(by Michelle T. Tannock, PhD, Nari J. Carter, PhD Candidate, Mary Anne Prater, PhD, & Nancy M. Sileo, EdD)

Chapter Outline
Chapter Objectives
Introduction
Historical Perspective
Historical Treatment of Individuals with Disabilities
Philosophical influences
Advocacy
Legal protection
History of Family Involvement in Education
Families and schools
Laws
Current Perspectives of Family Involvement
Overlapping spheres of influence
Model of parent involvement
Parent involvement mechanisms
Barriers to School Involvement
Profiles of Families of Children with Special Needs
Financial Stress
Social Stigmatization
Emotional Difficulty and Stress
Chapter Summary
Linking Standards to Practice
Resources

3. Family Members' Roles and Characteristics
(by Michelle T. Tannock, PhD, Nari J. Carter, PhD Candidate, Mary Anne Prater, PhD, & Nancy M. Sileo, EdD)

Chapter Outline
Chapter Objectives
Introduction
Roles of Parents
Parents as Advocates
Social support advocacy
Interpersonal advocacy
Legal advocacy
Parents as Learners
Parents as Teachers
Parent and Family Characteristics
Fathers
Mothers
Isolated Parents
Extended Family
Non-traditional Family
Single or teen parents
Foster families
Gay or lesbian families
Siblings
Working with Siblings
Provide information
Acknowledge feelings
Give attention
Sibling Concerns
Sibling caretakers
Sibling interpreters
Identifying sibling difficulty
Chapter Summary
Linking Standards to Practice
Resources

4. Communicating and Collaborating with Families
(by Wendy W. Murawski, PhD, Nari J. Carter, PhD Candidate, Nancy M. Sileo, EdD), & Mary Anne Prater, PhD)

Chapter Outline
Chapter Objectives
Introduction
Overview of Communicating and Collaborating with Families
Purpose of Communication Purpose and Benefits of Collaboration
Mutual Support
Shared Knowledge
Supported Student Learning
Collaborative Practices
Collaboration and Communication with Families
Parity
Common Goals
Trust and Respect
Styles of Communication
Cultural Influences
Barriers to Communicating and Collaborating
Collaborative Attitudes
Communication Skills
Active Listening
Non-Verbal Communication
Verbal Language
Reflecting
Clarifying
Summarizing
Asking Questions
Giving and Receiving Feedback
Using Leading Strategies
Reducing Miscommunication
Problem-Solving
Resolving Conflict Constructively
Negotiating
Conflict Management Styles
Chapter Summary
Linking Standards to Chapter Content
Resources

5: Overview of Diversity Among Families and Professionals
(by Nancy M. Sileo, EdD, & Mary Anne Prater, PhD)

Chapter Outline
Chapter Objectives
Introduction
Demographics
Children receiving special education
Families
Family Structure
Family and Professional Values
Family Dynamics
Poverty
Chapter Summary
Linking Standards to Chapter Content
Resources

6. Cultural Competence and Working with Families From Diverse Backgrounds
(by Nancy M. Sileo, EdD, & Mary Anne Prater, PhD)

Chapter Outline
Chapter Objectives
Introduction
Cultural Competence
Multicultural Considerations for Parent Involvement
Heterogeneity Among Diverse Populations
Working with Families from Diverse Backgrounds
Family Role Patterns
American Indians or Alaska Natives
African Americans
Hispanics
Asian, Native Hawaiian, and Other Pacific Islander Americans
Language, Communication, and Culture
Non-Verbal Communication
Verbal Communication
Language Characteristics
American Indians or Alaska Natives
African Americans
Hispanics
Asian, Native Hawaiian, and Other Pacific Islander Americans
Health, Illness, and Disability Beliefs
American Indians or Alaska Natives
African Americans
Hispanics
Asian, Native Hawaiian, and Other Pacific Islander Americans
Barriers to Working Effectively with Families from Diverse Backgrounds
Strategies for Working with Families from Diverse Backgrounds
Chapter Summary
Linking Standards to Chapter Content
Resources

7. Understanding the Family Perspective
(by Nari J. Carter, PhD Candidate, Mary Anne Prater, PhD, & Nancy M. Sileo, EdD)

Chapter Outline
Chapter Objectives
Introduction
Understanding the Professional Perspective
Understanding the Family Perspective
Coping with Disability
Appraisal
Family Cohesiveness
Social Support
Child's Condition
Education and SES
Family Perceptions of Special Education Services
Barriers to Participating in Special Education Processes
Facilitating Family Involvement
Information
Trust
Communication
Chapter Summary
Linking Standards to Chapter Content
Resources

8. Creating IEPS with Families and Strategies for Involving Students
(by Nari J. Carter, PhD Candidate, Mary Anne Prater, PhD, & Nancy M. Sileo, EdD)

Chapter Outline
Chapter Objectives
Introduction
Creating IEPs with Families
Planning and Conducting IEP Meetings
Placement
Goals
Assistive Technology
Related Services
Assessment
Transition
Strategies for Involving Students
Pre-IEP Planning and Preparation
IEP Planning and Preparation
IEP Meeting
IEP Monitoring
Chapter Summary
Linking Standards to Chapter Content
Resources

9. Overview of Diversity Among Families and Professionals
(by Jane M. Sileo, EdD, Nancy M. Sileo, EdD, & Mary Anne Prater, PhD)

Chapter Outline
Chapter Objectives
Introduction
Ethical Considerations on Educational Practice
Definition of Ethics
Codes of Ethics
National Education Association
National Association for the Education of Young Children
Council for Exceptional Children
The Ethical Concept of Doing No Harm
Doing No Harm with Children and Youth
Doing No Harm with Parents and Families
Strategies to Ensure Ethical Practices When Working with Families
Barriers to Ethical and Confidential Practices When Working With Families
Inadequate Communication
Educational Jargon
Lack of Trust
Myriad Points of View
Scheduling and Space Issues
Chapter Summary
Linking Standards to Chapter Content
Resources

10. Special Considerations for Families: Birth Through High School
(by Tessie Rose, PhD, Mary Anne Prater, PhD, & Nancy M. Sileo, EdD)

Chapter Outline
Chapter Objectives
Introduction
Special Considerations When Working With Families of Infants and Toddlers or Preschoolers
Working with Families of Infants and Toddlers
Individualized Family Service Plan
Statement of child's level of development
Statement of family priorities, resources, and concerns
Major outcomes
Statement of early intervention services
Projected dates for initiation and duration of services
Service coordination
Transition plan
Working with Families of Preschoolers
Summary
Special Considerations When Working with Families of Elementary and Secondary Aged Children
Concerns of parents of elementary-aged students
Safety
Attitudes of others
Friendships
Quality of the child's education
Working with Families with Elementary-aged Students
Volunteerism
Response to intervention
Individualized Education Programs (IEPs)
Transition to secondary schools
Summary
Working with Families with Secondary-ages Students
Individual Transition Plans
Summary
Chapter Summary
Linking Standards to Chapter Content
Resources

11. Special Considerations for Families: Post-Secondary Students
(by Tessie Rose, PhD, Mary Anne Prater, PhD, & Nancy M. Sileo, EdD)

Chapter Outline
Chapter Objectives
Introduction
Special Considerations for Families with Adult Children with Disabilities Living at Home
Perceived benefits
Perceived challenges
Families with adult children living in community settings
Families with adult children with disabilities in post-secondary education settings
Lack of awareness
Lack of adequate preparation
Financial aid barriers
Difficulties with interagency collaboration
Recommendations for working with families of post secondary aged children
Problem solving approaches
Futures planning
Consumer directed support
Education and information sharing
Summary
Special Considerations for Families of Children with Disabilities in Residential Facilities
Families with children in residential facilities
Aging family caregivers
Challenging behaviors
Family stress
Child desire for change of placement
Recommendations for service providers
Summary
Chapter Summary
Linking Standards to Chapter Content
Resources

12. Special Considerations for Families: Post-Secondary Students
(by Nancy M. Sileo, EdD, & Mary Anne Prater, PhD)

Chapter Outline
Chapter objectives
Introduction
A Family's Voice by Karolyn King-Peery
Applications and considerations
A Family's Voice by Claire Lynough Tredwell -- Our Journey Together
Applications and considerations
A Family's Voice by Ramon
Applications and considerations
A Family's Voice by Angela Quidileg -- Life Experience and My Culture
Applications and considerations
A Family's Voice by Elizabeth and Michael Ferro
Applications and considerations
A Family's Voice by Sarah Hanson, Lee Haney and Jennifer Hanson
Applications and considerations
Chapter Summary

APPENDICES
Appendix A: NEA Code of Ethics
Appendix B: NAEYC Code of Ethical Conduct and Statement of Commitment
Appendix C: CEC Code of Ethics for Educators of Persons with Exceptionalities

REFERENCES

Your questions answered

Introducing Pearson+. Reimagined learning, designed for you. Choose from one eText or over 1,500 eTexts and study tools, all in one place, for one low monthly subscription. A new way to buy books that fits your budget. Make the most of your study time with offline access, enhanced search, notes and flashcards — to get organized, get the work done quicker and get results. Plus, with the app, put textbooks in your pocket and learn wherever. It's time to upgrade the textbook and simplify learning, so you can have time to live too.

Pearson eText is an easy-to-use digital textbook available from Pearson+. Make it your own by adding notes and highlights. Download the Pearson+ mobile app to learn on the go, even offline. Listen on the go with our new audiobook feature, available for most titles.

When you choose a plan, you're signing up for a 4-month term. We will charge your payment method each month until your 4-month term has ended. After that, we'll automatically renew your subscription and charge you on a month-to-month basis unless you turn off auto-renewal in My account.

When you purchase a Pearson+ subscription, it will last a minimum of 4 months, and then automatically renew each month thereafter unless you turn off auto-renew in My account.

If you want to stop your subscription at the end of your 4-month term, simply turn off auto-renew from My account. To avoid the next payment charge, make sure you turn auto renewal off 1 day before the auto renewal date.

You can subscribe again after auto-renew has been turned off by purchasing another Pearson+ subscription.

We use your credit card to renew your subscription automatically. To make sure your learning is uninterrupted, please check your card details before your first monthly payment.

With a Multi Pearson+ subscription plan, you can download up to 5 titles on the Pearson+ app from My list on each of your authorized devices every month.

When you're using your Multi Pearson+ subscription plan in a browser, you can select and read from as many titles as you like.