Children with Disabilities and the Family

1. Children with Disabilities and the Family Class Information Elizabeth M. Delaney, Ed.D. ECSW 3119 phone: 996-4677 fax: 996-5651 email: bdelaney@uic.edu Kara McAlister, M.A., CCC-SLP phone: 413-7953 Monday & Wednesday 4:30 to 8:30 p.m. ECSW 2237 Turnbull, A. P. & Turnbull, H. R. (1997). Families, professionals, and exceptionality: A special partnership. Upper Saddle River, NJ: Prentice-Hall. Instructor TA Time Location Required Text Course Rational Course Objectives Schedule & Readings Assignments Student Roster Interesting Links Elizabeth M. Delaney

2. Sped 507 Course Rationale Class Information The purpose of this course is to provide students with information and skills necessary to work in partnerships with the families of individuals with disabilities. The course will give students insight into the perspectives and the experiences of families by examining the factors which shape individual and family functioning. Topics covered will include: family systems theory, communication, assessment, cultural sensitivity, advocacy, legal rights, and the knowledge of available resources. A secondary goal of this course is to learn to utilize educational research. Published research articles in special education are important tools to be used for the development and evaluation of intervention and assessment instruments. Familiarity with sources of high quality research will improve the professional knowledge of class participants and allow them to continue learning long after they have completed their degree. Course Rational Course Objectives Schedule & Readings Assignments Student Roster Interesting Links Elizabeth M. Delaney

3. SPED 507 Course Objectives Class Information 1. Recognition of the unique perspectives of the child, family, and community that effect learning. 2. Knowledge of theories and models for understanding family systems and development. 3. Knowledge of family dynamic systems, parental reactions to handicapping conditions, and strategies for coping with such systems. 4. Ability to identify national, state, and local support services, organizations, advocacy groups and government agencies concerned with special education. 5. Ability to communicate systematically with parents about learning, medical concerns, and communication behaviors and the importance of parents' facilitating learning at home. 6. Ability to integrate resources effectively. 7. Ability to foster shared decision making with parents and service providers in order to develop individualized learning goals and objectives which specify conditions, performance, and criteria for considering a task or activity learned (IEP and IFSP). Course Rational Course Objectives Schedule & Readings Assignments Student Roster Interesting Links Elizabeth M. Delaney

4. SPED 507 Course Objectives Class Information 8. Ability to work with families in evaluating their child's progress, identifying their strengths and needs, and setting goals. 9. Ability to conduct a family-centered assessment. 10. Knowledge and respect of cultural differences among young children with disabilities and their families; ability to demonstrate that understanding. 11. Understanding of the role of parents as primary informal teachers; ability to assist parents in incorporating child goals in naturally occurring opportunities. 12. Awareness of research, publications, and professional organizations concerned with topics of importance to families and educators. 13. Understanding of the importance of maintaining ethical and professional standards and maintaining confidentiality with respect to the sharing of student information. 14. Knowledge of and ability to access national, state, and local resources for obtaining, borrowing and repairing materials and equipment for students. Course Rational Course Objectives Schedule & Readings Assignments Student Roster Interesting Links Elizabeth M. Delaney

5. SPED 507 Schedule & Assignments Class Information DATETOPICASSIGNMENTS 6/2 Course Introduction FPE 1,2, & 5 Definitions & Roles 6/7 Family Systems Theory FPE 6, 7, & 8 Resource Family Due 6/9 Parent Interviews FPE 9 & 10 Clare, et al. (98) Mahoney, et al. (92) 6/14 Family-Professional Partnerships FPE 3 & 4 Empowerment Fox, et al. (95) 6/16 Family Strengths FPE 7 & 8 Theories of Family Adaptations Espe-Sherwindt, et al. (90) Kalil & Eccles (98) Course Rational Course Objectives Schedule & Readings Assignments Student Roster Interesting Links Elizabeth M. Delaney

6. SPED 507 Schedule & Assignments DATETOPICASSIGNMENTS 6/21 Disabilities Panel Parent Interview Due Hanline & Daley (92) Frison, et al. (98) 6/23 Family Panel Eddy & Walker (99) Waski & Roberts (94) 6/28 Family Adjustment FPE 12 & 13 Gibbs (93); Hanna & Midlarsky (99); Schilmoeller & Baranowski (98) 6/30 Home Visiting Hancock & Kaiser (96) Culture, Ethnicity, & Strengths 7/5 Family Interventions 7/7 Family-School Partnerships Journal Due 7/19 Finals Due to 3119 ECSW by 5:00 p.m. Class Information Course Rational Course Objectives Schedule & Readings Assignments Student Roster Interesting Links Elizabeth M. Delaney

7. SPED 507 A+ Assignments & Grading Policy Class Information Resource Family Journal………...(3/30 each) 60 pts. Final Project…………………………………….100 pts. Family Interview………………………..………100 pts. Research Article Summary & Presentation……………………………..……….50 pts. Research Article Written Critiques…………….40 pts. Class Participation……………………………….50 pts. A: 360 to 400 pts. C: 280 to 319 pts. B: 320 to 359 pts. D: 240 to 279 pts. Course Rational Course Objectives Schedule & Readings Assignments Student Roster Interesting Links Elizabeth M. Delaney

8. SPED 507 Resource Family Class Information Each class member is responsible to find a family with whom to work throughout the semester. The purpose of your work with the Resource Family is to assist you in learning to recognize and be sensitive to parent, sibling, and extended family needs. You are required to spend 10 hours with your Resource Family over the course of the semester. Your contact with the family will provide an opportunity for a mutual exchange of information and resources. For at least seven of these hours, you should be in direct contact with the family member. The other three hours are to be negotiated with your family. Please give me the name, address, and telephone number of your family by June 7. I will send a letter to the family explaining the Resource Family assignments. All information about your resource family will be kept confidential. Course Rational Course Objectives Schedule & Readings Assignments Student Roster Interesting Links Elizabeth M. Delaney

9. SPED 507 Journal Class Information • Each student will keep a journal throughout the semester in order to: (a) document and describe contacts with the Resource Family, (b) reflect on contacts/interactions, and (c) examine there own values and assumptions related to families. • A journal entry is required for each contact with your Resource Family. Journal entries should include: • Descriptive information about the contact. In at least one paragraph describe what the contact was, who was involved, and the length of the contact. • Self-reflective information about the contact. This should be at least one paragraph in which you examine your perceptions and feelings about the contact and if or how it relates to class discussion and readings • Throughout the semester, guiding questions may be given by the instructor. • Up to 30 points can be earned each time the journals are collected. Collection Dates: June 16th & July 7th. Course Rational Course Objectives Schedule & Readings Assignments Student Roster Interesting Links Elizabeth M. Delaney

10. SPED 507 Family Interview Class Information Family-centered intervention requires that you give careful consideration to gathering information about family strengths, concerns, and preferences. You will be developing a family interview protocol as a group activity in class. On an individual basis, you will implement this interview with your Resource Family. Individual Implementation: Implement the interview with your Resource Family. Critique your interview form and yourself based on this field test. Include in this a written synopsis of the interview. June 21; 100 points Course Rational Course Objectives Schedule & Readings Assignments Student Roster Interesting Links Elizabeth M. Delaney

11. SPED 507 Class Participation Class Information Students are expected to attend class, complete the assigned readings each week before the class session, and join in class discussions. 50 Points Course Rational Course Objectives Schedule & Readings Assignments Student Roster Interesting Links Elizabeth M. Delaney

12. SPED 507 Article Summary Class Information Summarize Research Article & Lead Class Discussion: All students will be required to lead a class discussion about a research article assigned for class reading. Student-lead discussions will occur for approximately 15 minutes. Students are required to make copies of the article to be critiqued and distribute them to their classmates at least one week prior to the presentation. A written summary of the critique/presentation will be presented to Dr. Delaney on the day of the presentation. Grading: Oral Summary: 20 points Written Summary: 20 points Encouraging others to participate in discussion: 10 points You must also critique two articles that will be presented by your classmates. These critiques should conform to the guidelines presented by Dr. Delaney and should be approximately one to two typed pages in length. The critiques must be handed in on the day that your classmate is presenting the article. 20 points/critique; 40 points total Course Rational Course Objectives Schedule & Readings Assignments Student Roster Interesting Links Elizabeth M. Delaney

13. SPED 507 Final Project Purpose: To explore, in depth, an issue of concern to you. Project Components: 1. Identify a specific issue that you would like to address and explain why it is important. Your explanation should cite the professional literature. 2. Identify available resources concerning this issue. These might include print and video resources, programs serving the identified population, etc. 3. Evaluate available resources in terms of family-centered principles. 4. Describe how you would disseminate this information to families. Be specific. Grading: Statement of issue/topic and explanation of importance 30 pts Quality of resources collected and reviewed 20 pts Logic of program and adherence to family-centered practice 30 pts Clarity of Writing (Grammar, spelling, punctuation, & organization) 20 pts 100 pts. Class Information Course Rational Course Objectives Schedule & Readings Assignments Student Roster Interesting Links Elizabeth M. Delaney

14. Name E-Mail Address SPED 507 Student Roster Class Information Course Rational Course Objectives Schedule & Readings Assignments Student Roster Interesting Links

15. SPED 507 Interesting Web Sites Class Information Course Rational Course Objectives • The Council for Exceptional Children • The Division for Early Childhood of CEC • Federal Resources for Educational Excellence • Forgotten Kids • Illinois Starnet • National Association for the Education of Young Children • National Parent Network on Disabilities • Parent Information Resources • US Department of Special Education Programs Schedule & Readings Assignments Student Roster Interesting Links