Family- Centered Practice by Andreanna Lynch https://padlet.com/alynch1575/xc6cexz5f3hzz1ig By: Andreanna Lynch en-us 2021-03-04 02:07:38 UTC 2021-03-04 21:46:08 UTC hello@padlet.com alynch1575 https://padlet.com/alynch1575/xc6cexz5f3hzz1ig/wish/1271113229 -Parents were viewed as part of the problem
-Passive roles were expected by parents
-Focus was on the mother and child vs. the FAMILY and child
-Family perspectives and decisions were not expected (it was the role of the professionals to make decisions)

(Allen & Cowdery, 2015) ]]> 2021-03-04 20:07:04 UTC https://padlet.com/alynch1575/xc6cexz5f3hzz1ig/wish/1271113229 alynch1575 https://padlet.com/alynch1575/xc6cexz5f3hzz1ig/wish/1271130764 -Parents are a primary solution to the problem

-Active roles from parents (and families) are expected

-Collaborative team effort between professionals and families

-All members of the family are recognized

-Families perspectives, ideas, and decisions are highly valued and essential to making progress for the child

(Allen & Cowdery, 2015) 

]]> 2021-03-04 20:11:05 UTC https://padlet.com/alynch1575/xc6cexz5f3hzz1ig/wish/1271130764 alynch1575 https://padlet.com/alynch1575/xc6cexz5f3hzz1ig/wish/1271168133 -This change began due to how society has changed its beliefs about students with disabilities via IDEA and the ADA. 

-Schools recognized the overall improvement in all areas of development that occur when families are included in the special education/ early intervention process

-Parents know their child best

-2 federal legislations address family support as a requirement when providing intervention services: PL 94-142 and PL 99-457

(Allen & Cowdery, 2015) ]]> 2021-03-04 20:20:07 UTC https://padlet.com/alynch1575/xc6cexz5f3hzz1ig/wish/1271168133 Positive effects of collaboration between families and special education/intervention services: alynch1575 https://padlet.com/alynch1575/xc6cexz5f3hzz1ig/wish/1271185077 -Increased student achievement (closing/lessening the achievement gap)

-Improved attendance and behavior 

-Improved social-emotional skills 

-Increased graduation rates 

-Children can practice skills outside of school/ intervention time. Parents are now able to learn the skills to help their children at home

-Skills are learned faster when the practice is done at home

-Parents/ families know the child and can give great input on the needs of the child in preparation for an IEP or intervention goal

–Consistency of expectations is maintained.

(Allen & Cowdery, 2015) 
(V.U.2021)
]]> 2021-03-04 20:24:33 UTC https://padlet.com/alynch1575/xc6cexz5f3hzz1ig/wish/1271185077 alynch1575 https://padlet.com/alynch1575/xc6cexz5f3hzz1ig/wish/1271216974 -Funds of Knowledge: Teachers/interventionists can learn about their student's family's culture and backgrounds, interests, family values etc. to incorporate into the student's learning. This can help the children and family connect to the curriculum and form relationships.

(Moll, 2019)

-Allow parent/caregivers to spend time in the classroom

-Allow children to complete projects at home

-Allow parents to take leadership roles

Allow Parent observations

-Actively listen and respond to family concerns

-Open and constant communication with families

-Help families learn to navigate the education and social service systems

-Assist families with finding support networks

-Create a welcoming environment

 -Build trust

 -Provide support

-Provide information about how the parents can continue the skills they are working on and learning in school at home

 -Promote shared decision making around changes to the IEP and daily classroom goals

(Allen & Cowdery, 2015) 
(V.U.2021) 

]]> 2021-03-04 20:32:57 UTC https://padlet.com/alynch1575/xc6cexz5f3hzz1ig/wish/1271216974 alynch1575 https://padlet.com/alynch1575/xc6cexz5f3hzz1ig/wish/1271261906 -Get to know families and build positive relationships with them

-Open and constant communication 

-Ask family how they would like to be communicated with: via email, daily letters, conferences, newsletters, phone calls, etc.

-Send photos and videos

-Parent support groups

-Talk WITH rather than TO parents

-Schedule events at times convenient for parents

-Host events that foster connections, address parent concerns, and acknowledge the strengths of students

(Allen & Cowdery, 2015) 
(V.U.2021)]]> 2021-03-04 20:44:59 UTC https://padlet.com/alynch1575/xc6cexz5f3hzz1ig/wish/1271261906 alynch1575 https://padlet.com/alynch1575/xc6cexz5f3hzz1ig/wish/1271291464 *Reciprocal relationships with families*

-No decisions should be made without parental approval. An example of this is with a student's IEP. Parents should be equally involved in decision-making and should provide input on their child's strengths and needs.

*Emphasis on strengths, not deficits of the child

-During a meeting, address strengths first. Children should not be identified by their needs.

-Using strength first communication can be helpful because strengths can be used to address needs.

-Strengths are building blocks

-Strengths are empowering

-Need first language can be detrimental to a positive relationship.

*Promoting family choice and control over desired resources

-Family centered-practice is individualized, flexible, and responsive to each family and their needs

*The development of a collaborative relationship between parents and professionals

-Share strategies and ideas

-Provide reciprocal feedback about strategies and goal attainment

-Communicate about progress in and outside of the home

]]> 2021-03-04 20:53:18 UTC https://padlet.com/alynch1575/xc6cexz5f3hzz1ig/wish/1271291464 alynch1575 https://padlet.com/alynch1575/xc6cexz5f3hzz1ig/wish/1271356359 Funds of Knowledge]]> 2021-03-04 21:11:31 UTC https://padlet.com/alynch1575/xc6cexz5f3hzz1ig/wish/1271356359 alynch1575 https://padlet.com/alynch1575/xc6cexz5f3hzz1ig/wish/1271430359
Allen, E. K., & Cowdery, G. E. (2014). The Exceptional Child: Inclusion in Early Childhood Education (8th ed.). Cengage Learning.

Moll, L. (2019, March 28). Funds of Knowledge Video. ECLKC. https://eclkc.ohs.acf.hhs.gov/video/funds-knowledge-video

V.U. (2021). IRIS | Family Engagement: Collaborating with Families of Students with Disabilities. IRISCenter. https://iris.peabody.vanderbilt.edu/module/fam/#content
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