Published by Pearson (February 25, 2011) © 2012
· An emphasis on special needs education legislation makes certain that readers understand the most current legal aspects of the topic, including NCLB and its impact on children with special needs and their families, the Americans with Disabilities Act, and FERPA (the Family Education Rights and Privacy Act).
· Two chapters on the historical background of families and special education give students a context in which to better understand the families of special needs students today.
· Extensive material on diversity, cultural competence, and special needs education gives students the tools they need to help children and families that come from a multitude of backgrounds and experiences.
· An entire chapter devoted to ethics and ethical practices as they relate to communicating and working with the families of special needs students teach readers how to abide by accepted ethical codes and standards.
· Chapter objectives and chapter summaries throughout the text provide readers with before and after guides that highlight key content in each section.
· Real-world scenarios and examples of how different strategies and skills can be applied when working with families of children with special needs help students reflect on how practices in the text translate to real-life classrooms and situations.
· Resources for engendering family-educator involvement provides students with an array of current online information and hard copy sources that will help them further explore the topic of families and special needs children.
· Links to the CEC and Interstate New Teacher Assessment and Support Consortium (INTASC) professional practice standards in each chapter gives readers a foundation for applying professional standards to coursework.
· “A Family’s Voice” chapter highlights the varied experiences of family members of children with disabilities and presents students with an inside look into how different families face the challenges that come with successful special needs education.
· An appendix of professional and ethical codes of the National Education Association (NEA), the council for Exceptional Children (CEC), and the National Association for the Education of Young Children (NAEYC), provides readers with immediate access to accepted professional guidelines regarding special needs education.
CHAPTER 1: HISTORICAL AND LEGAL FOUNDATIONS OF FAMILY INVOLVEMENT IN SPECIAL EDUCATION
(by Betty Y. Ashbaker, Ph.D., Tina T. Dyches, Ed.D., Mary Anne Prater, Ph.D., & Nancy M. Sileo, Ed.D.)
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
CHAPTER 2: HISTORICAL AND CURRENT PERSPECTIVES OF FAMILY INVOLVEMENT
(by Michelle T. Tannock, Ph.D., Nari J. Carter, Ph.D. Candidate, Mary Anne Prater, Ph.D., & Nancy M. Sileo, Ed.D.)
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
CHAPTER 3: FAMILY MEMBERS’ ROLES AND CHARACTERISTICS
(by Michelle T. Tannock, Ph.D., Nari J. Carter, Ph.D. Candidate, Mary Anne Prater, Ph.D., & Nancy M. Sileo, Ed.D.)
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
Chapter Outline
Chapter Objectives
Introduction
Overview of Communicating and Collaborating with Families
Purpose of Communication Purpose and Benefits of CollaborationMutual Support
Shared Knowledge
Supported Student Learning
Collaborative Practices
Collaboration and Communication with FamiliesParity
Common Goals
Trust and Respect
Styles of Communication
Cultural Influences
Barriers to Communicating and CollaboratingCollaborative Attitudes
Communication Skills
Active Listening
Non-Verbal Communication
Verbal LanguageReflecting
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
CHAPTER 5: OVERVIEW OF DIVERSITY AMONG FAMILIES AND PROFESSIONALS
(by Nancy M. Sileo, Ed.D., & Mary Anne Prater, Ph.D.)
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
CHAPTER 6: CULTURAL COMPETENCE AND WORKING WITH FAMILIES FROM DIVERSE BACKGROUNDS
(by Nancy M. Sileo, Ed.D., & Mary Anne Prater, Ph.D.)
Chapter Outline
Chapter Objectives
Introduction
Cultural Competence
Multicultural Considerations for Parent InvolvementHeterogeneity Among Diverse Populations
Working with Families from Diverse Backgrounds
Family Role PatternsAmerican Indians or Alaska Natives
African Americans
Hispanics
Asian, Native Hawaiian, and Other Pacific Islander Americans
Language, Communication, and CultureNon-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
CHAPTER 7: UNDERSTANDING THE FAMILY PERSPECTIVE
(by Nari J. Carter, Ph.D. Candidate, Mary Anne Prater, Ph.D., & Nancy M. Sileo, Ed.D.)
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
CHAPTER 8: CREATING IEPS WITH FAMILIES AND STRATEGIES FOR INVOLVING STUDENTS
(by Nari J. Carter, Ph.D. Candidate, Mary Anne Prater, Ph.D., & Nancy M. Sileo, Ed.D.)
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
CHAPTER 9: OVERVIEW OF DIVERSITY AMONG FAMILIES AND PROFESSIONALS
(by Jane M. Sileo, Ed.D., Nancy M. Sileo, Ed.D., & Mary Anne Prater, Ph.D.)
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
CHAPTER 10: Special Considerations for Families: Birth through High School
(by Tessie Rose, Ph.D., Mary Anne Prater, Ph.D., & Nancy M. Sileo, Ed.D)
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
CHAPTER 11: Special Considerations for Families: Post-Secondary Students
(by Tessie Rose, Ph.D., Mary Anne Prater, Ph.D., & Nancy M. Sileo, Ed.D)
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
CHAPTER 12: Special Considerations for Families: Post-Secondary Students
(by Nancy M. Sileo, Ed.D., & Mary Anne Prater, Ph.D.)
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
Nancy M. Sileo, Ed.D. is a professor of early childhood special education at the University of Nevada Las Vegas and has worked in the field of ECSE for more than 18 years. Her current interests include early intervention, family involvement in special education, HIV/AIDS prevention education, and ethical issues in HIV/AIDS prevention education and special education teacher education. Dr. Sileo has been involved with teacher education for special education for 12 years and currently serves as Director of Teacher Education in the College of Education at UNLV. In addition, she has been a member of CEC for over 17 years and is actively involved in TED and DEC. Dr. Sileo is author and co-author of a number of publications related to HIV/AIDS prevention education and research, as well as numerous publications in the field of special education teacher education.
Mary Anne Prater, Ph.D. is a professor and chair of the Department of Counseling Psychology and Special Education at Brigham Young University and has been a teacher educator for over 20 years. Prior to being employed at BYU, she was a professor at the University of Hawaii at Manoa and Southern Illinois University at Carbondale. Her interests and expertise include special education teacher education, cultural and linguistic diversity issues in special education, instructional strategies for students with mild disabilities and the portrayal of disabilities in children’s literature. Dr. Prater has published five books and over 80 articles and chapters. She has been an active member of CEC and various divisions of CEC for over 25 years.
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