Abstract
For this assignment, I was asked to place myself in a real-world scenario that is currently taking place in schools around the country. There are many families of children with special needs that need additional support in the classroom, and in the community. For this scenario, I will be designing a supportive training program for the families of special needs children. Through this training I will outline important information and skills in order to provide emotional support, offer options for family involvement, and assist in the adjustment of changes that these family members and children may be facing. My focus will be to educate these families to the best of my ability in order to build a healthy, working relationship with an
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Family-centered practices recognize that the parents are the actual experts when it comes to their child. The practices also acknowledge that the family members are the ultimate decision makers and that the extent to which they want to be involved is always supported. I will explain to the families that when a professional sits with them and explains certain test results or intervention plans, that it is imperative that they do so in a language that the parents can comprehend easily. If they feel at any time that they do not understand what is being told to them, they have a right to ask for it to be explained in simpler terms. I would also inform parents on The Individualizes Family Service Plans (IFSP) and Individualized Educational Programs (IEP). These plans are put in place in order to implement goals and objectives that are set in place through a parent-professional collaboration meeting. During these meetings, each individual involved will sit down and explain the circumstances surrounding the child with special needs. The family will have the opportunity to explain their concerns and how they wish to overcome them. The group, as a whole, will then set a plan in place in order to ensure that the child is receiving the proper interventions that have been established by the family members. I will also encourage parents to volunteer in their child’s classroom whenever they are able to. A great option for parents would be to arrange a class meeting with their child’s teacher. Through a group discussion, the children in the classroom can be informed of the multiple ways in which they can help and encourage their new friend to feel welcome. I will emphasize that parent involvement is strictly optional and that the ultimate goal is not to add additional stressors.
Standard 1.1 discusses how special education teachers need to understand how language, culture, and family background influences the learning of students with exceptionalities. Standard 4.3 discusses how teachers should collaborate with other teachers and parents to use multiple types of assessment information in making decisions. Standard 5.5 discusses the transition plans they have to implement in collaboration with the students, families, and teachers. Standard 6.3 discusses how teachers understand that diversity is a part of families, cultures, and schools, and that they can interact with the delivery of special education services. Standard 7.0 discusses the collaborations that teachers need to start having with families, educators, and related service providers. 7.3 discusses the promotion of collaborations for the well-being of the individuals with exceptionalities. These standards show what the teacher is beginning to do with the families that have a child with
** Action Plan - What steps will the general education and special education personnel, family and/or others take to help the student be successful in this area? (Document courses or training the student will need, a timeline for completion, etc..)
...n countries are considering the development of a special education system, necessary planning must be implemented to inform and educate all staff members and involvement of researchers to discuss and examine the entire educational program. The most important part of the system must consider the students well-being with the least obstructive involvement in students school and educational life. All factors of the students life must be presented including home life which creates an necessary and crucial involvement of the parents. Inclusion requires constant assessment of practices and results to better inform all parties of student progress. As inclusion becomes more widespread, a collaboration of developers and data must be analyzed to determine specific, effective strategies in creating happy, contributing citizens. (Wisconsin Education Association Council, 2007)
SCHWARTZ, D. (2005). Including children with special needs: a handbook for educators and parents. Westport, Conn, Greenwood Press.
The author makes the assumption that the reader understands the core concepts in traditional family therapy and that whilst many writers influenced the development of family therapy, the major models were primarily structural family therapy, strategic family therapy, and Murray Bowen (Flaskas, 2010). Four powerful theories evolved to form the backbone of family therapy – general systems theory, cybernetics, communications theory and ecological theory. These were the major initial paradigms and this has been considered as first order family therapy where the therapist was viewed as pure observer and the understanding that a person’s behaviour is not determined only by one’s internal world, but acknowledges that the social context is a primary determinant. This shift in thinking has been illustrated as movement from autonomous self to relational self (Olsen et al, 1980; Rasheed et al, 2011).
Another way that I could also intervene is through family therapy. I believe that William’s family could also benefit from family therapy being that they are experiencing a stressful situation. William’s behavior has caused conflict between members of the family. Therefore, with using family therapy, the family could learn to establish healthy boundaries, improve functioning, change negative patterns of interaction, and build positive relationships (Alessi & Cullinan, 2017). Implementing family therapy would also help family members join to assist in bettering William’s behavior. Even though family therapy would be ideal, I believe that to incorporate the family each member of the family would need help in thinking and behaving more adaptively so that the family environment is more stable.
One obstacle that I believe many special needs students and families will face is understanding and dealing with the disability itself. Speaking from experience, this process can take time to understand and accept. This is where a special education teacher plays a significant role, assisting the student and family with information and support for understanding the student’s disability, facilitating education programs, and most importantly hope and progress for a bright future. Another obstacles that students with disabilities may face, is social interaction and acceptance. It is vital that all special education teachers and programs, try to incorporate strong social connections with their regular education peers and other community members and
Living with a child with special needs can have profound effects on the entire family including the extended family members, siblings, parents, and the child with the special needs. It can affect all aspects of family functioning, since they have to be on the watch for the child. On the positive side, living with a child with special needs can expand horizons, develop family cohesion, increase the family members’ awareness of their inner strength, and promote connections to community groups. On the negative side, this child will need time, physical and emotional demands and financial cost in order to make the child’s life comfortable. However, the impacts will depend on the child’s condition, and its severity, as well as the emotional, physical, and the financial resources available to take care of the child.
The decision to embark on the journey to become a marriage and family therapist is commonly influenced by personal experiences that impact and transform an individual. My experience involves countless medical appointments, multiple misdiagnoses, and an extraordinary will to persevere. The culmination of this arduous experience was my son’s Autism diagnosis at the age of three, prior to this diagnosis I worked tirelessly to obtain the help my child my needed. Being a parent of a special needs child leaves little to no option of failing; hence my child has taught me to be strong, even in the most difficult and darkest times of my life. This experience inspired me to help other families and individuals encountering hardship.
Two years ago, I embarked on a journey that would teach me more than I had ever imagined. As a recent college graduate, I was thrilled to finally begin my teaching career in a field I have always held close to my heart. My first two years as a special education teacher presented countless challenges, however, it also brought me great fulfillment and deepened my passion for teaching students with special needs. The experiences I have had both before and after this pivotal point in my life have undoubtedly influenced my desire to further my career in the field of special education.
Hollingsworth, W. G. (2011). Community Family Therapy with Military Families Experiencing Deployment. Contemp Fam Ther Contemporary Family Therapy, 33(3), 215-228. doi:10.1007/s10591-011-9144-8
Parent-Child Interaction Therapy (PCIT) is an evidence-based practice in the treatment of emotional and behavioral disorders for young children. This family centered treatment approach emphasizes on improving the quality of the parent-child relationship and changing parent-child interaction patterns. During PCIT, therapists coach parents via one-way mirror while they interact with their child. The therapist teaches the caregiver strategies that will promote positive behaviors in children who have disruptive or externalizing behavior problems (Child Welfare Information Gateway, 1). The use of live- coaching helps the parent gain strategies in the moment, and allows the therapist to see the different dynamics of the parent-child relationship.
Artifact 3: The Subject Specific Plans Project is the item completed for Artifact 3, under Tab C: Curricular Content Knowledge. The Subject Specific Plans were created in the course ELSE 6153 Contemporary Issue in Special Education, and included lesson plans for math, reading, and writing. Each lesson plan included subj...
Being able to properly engage families is vital to several if not all of these needs including but not limited to in-home safety plans, differential response, reunification decision-making and safety, as well as interdisciplinary issues. Recent and past TA delivery and focus areas included family engagement and involvement in case decision-making. Other areas in which family engagement is not specifically mentioned, but should be included are general/agency wide practice, assessment of safety and risk, case planning, case management and casework practice, comprehensive family assessment, placement prevention/in-home services, and CPS referral and
False memory is something that causes many problems in today's society and has so many effects on different things. False memory is an apparent recollection of an event that did not actually occur. This syndrome comes up in a lot of cases today and has been for so long. It can be helpful at times but can also be dangerous. False memory is fascinating on how it works. Overall I think false memory is a striking topic as a whole. This syndrome is striking to me because of the things it can affect. It can change someone's life in either a good or bad way. This topic gives me mixed feelings because of the outcome it can give off on people.