Unit 2: Parents and Families

1. Unit 2:Parents and Families Prepared by: CiciliaEviGradDiplSc., M.Psi

2. Parents … • Used to be blame for LD in their children • Parents influence the area of LD more than any other area of special education • Now  work together with teachers at school or therapist at therapy place • Why such changes? • Reciprocal effects • Federal Laws  parents are involved in identification, evaluation and educational placement  IEP, IFSP

3. Treatment Models • Family-centered models  treat family with pride and dignity • Social system approach: • Individual is influenced by his family  which is also influenced by the extended family  and larger social environment

4. Turnbulls’ Family Systems Model • Family Characteristics  descriptive information : family, personal, special conditions • Family Interaction  interaction among family member, cultural beliefs • Cohesion : degree to which individual family members are free to act independently • Adaptability : degree to which families are able to change their modes of interaction when they encounter unusual or stressful situations

5. Turnbulls’ Family Systems Model (2) • Family Functions  activity in which families engage to meet their everyday needs  varies to achieve economic, medical, social and educational needs • Family Life Cycle  the varying stages a family or individual goes through depending on age and stage of development

6. Dunst’s Soc Support System Model • The importance of informal supports for the family  family, friends, neighbors, social club, churches

7. Current Trends • The family unit • Single parents • Gay/lesbian couples • Having fewer children • Waiting longer to get married • ↑ mobility of the population

8. Current Trends (2) • Race, ethnicity, and language • Sosioeconomic status  poor health care and inadequate nutritions  places children at greater risk of having disability and affects family coping ability

9. Family Adjustment • Reactions  shock and disruption, denial, sadness, anxiety and fear, angerand adaptation (Drotar, dkk, 1975) • Parental Guilt  because the causes are unknown • Parental Stress  deciding how much freedom and independence to allow their children, external attributions and family instability and disruption

10. Family Adjustment (2) • Sibling Reactions  some adjust weel, some are having problems, such as: resentment • Family Reaction  varies! • Re-united after the stormy days • Minor difficulties • Becomes dysfunctional

11. Family Values and Attitudes • Parents are exposing their children to rich environment • Indochinese families in the US  values of getting the highest mark • Parents and homework  from cognitive disabilities to daily mistakes (forget to bring books home, or bring completed homework to school)

12. What They Can Do? • Teachers PROJECT Strategy Steps (p. 123) • Parents  help children to choose a quiet, distraction-free area for studying, reinforce the study process • Students  take an active role?? • Tutorial  if affordable

13. What They Can Do? • Parents as Advocates • Parents-Teachers Conference • To impart info to parents  school achievement • Gather info from parents  hobby, interests • Plan IEP • Solve the problems at school • School – Home Note Programs

14. Thank You!