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Parents and Families of Children with Disabilities: Providing Effective School Based Support Services provides educators and paraprofessionals with the necessary motivation, research-based practices, skills, and resources to collaborate effectively with families to develop family-centered schools. The book challenges educators to rethink the traditional roles and responsibilities of public schools, training teachers and paraprofessionals how to achieve effective stress management, child advocacy, and transition planning, as well as how to provide academic intervention for the families of children with disabilities and the diverse communities that surround them. Highlights of this book include: Communication and Collaboration Tips provide practical suggestions and examples to professionals that help foster partnership and trust A groundbreaking chapter on Providing Supports for Siblings of children with disabilities (Chapter 2) A chapter on providing Educational Support Services to Assist Parents and Families in Designing and Implementing Positive Behavior Interventions (Chapter 9) A realistic focus on the personal stories of the families of students with disabilities through case study Perspectives and a concluding chapter on Family Stories Illustrating School Based Support A wide variety of pedagogical features in every chapter, including: Learning Objectives, chapter opening Vignettes revisited again at the chapter conclusion, Summary Statements, Questions for Discussion, Reflection Activities, and annotated web link Resources
Successful collaboration between teachers and parents can greatly enhance children's educational growth and development. This clearly written book provides teachers with the knowledge and skills needed to conduct effective conferences with parents of children with disabilities. Readers gain a solid understanding of the challenges that families face as a consequence of childhood disability; how family dynamics and roles are affected; and issues that are likely to arise in meetings with school professionals. Reviewing the basic elements of parent-teacher conferencing, Seligman highlights ways to establish rapport with families, develop strong listening and responding skills, and engage parents who may feel anxious, frustrated, or angry. Also addressed are the specific requirements of the legally mandated Individualized Educational Program conference. Enhancing the book's utility are numerous concrete examples and sample parent-teacher dialogues, as well as role-play scenarios and exercises to build conferencing skills. The Appendix describes a range of disability-related referral sources and publications suitable for recommendation to parents.
Cultivate effective partnerships between parents and professionals Written from both the parent’s and the professional’s points of view, this book draws upon the metaphor of dance to highlight the essential partnership between teachers, administrators, support staff, and parents of children with disabilities. Rich with humor and heart, the book offers helpful steps for self reflection, personnel preparation, and parent-professional training. Key features include: Practical insights and evidence-based approaches to forming partnerships Easy-to-read, non-technical language that speaks to both the heart and the mind Sample letters, conversations, and other forms of communication between professionals and parents Effective ways to handle difficult situations
Navigating the world of disability services and programs is very frustrating and overwhelming. Regardless of your career status or educational background, when you learn that your child has a disability, you begin a journey that takes you into a life filled with strong emotions and difficult choices that affect the entire family. Another part of that journey is the interaction with many different professionals and specialists and the continuous need for information, supports, and services. I began the journey of emotions and navigating the world of disability supports and services in 2001 when my son Cory was born. He wasn't expected to live to one day. I was told not to get my hopes up and that his brain hadn't fully developed. Life as I knew it was over. I felt like my life came to an abrupt halt. My priorities and focus shifted. I was now a mother, advocate, advanced researcher, and full-time prayer warrior. I had to abandon my old way of thinking and depend on others for information and support as I learned to care for this special little boy. My son is now eleven years old, and I continue to navigate the world of disability to make sure Cory has the proper supports and services put in place and that he is included in his school and community. I have learned a whole new set of skills in order to be a good mother and effective advocate for Cory. I joined parents' support groups to link with other families who could relate to my struggles, concerns, and frustrations. It was in those support groups that I learned about other resources and agencies that could help me better understand my son's disabilities. I became part of a community of parent leaders who advocated not only for the rights of their children but for the rights of all children who lived with a disability. Parents of children with disabilities need to be encouraged to develop their potentials as leaders. They generally have the most consistent, knowledgeable ability on their child's development. Training parents to be leaders allows them to build their confidence and the skills needed to advocate and work with the many professionals who provide the healthcare and educational services for their children to have successful outcomes and a good quality of life. I wrote this book to encourage parents, advocates, and caregivers who take care of children with disabilities to educate them on the importance of leadership development and empower them in their journey. Developing parent leadership is a continuous process. I believe it takes "parents training parents" and forming a support network to give them the opportunity for personal growth, reflection, and knowledge to gain skills to function in leadership roles that effect change for children with disabilities. It is so important for the "parent voice" to be heard. This book provides parents with the basic knowledge on developing leadership skills and gives them an understanding of diverse learning styles and leadership competencies. I am the parent of a child who is medically fragile. I know the feeling of being overwhelmed and alone. So I encourage all of you who are reading this book to get connected. Get involved with a parents' support group, and register for trainings to help develop advocacy and leadership skills necessary to navigate the disability system. It's not enough to just read about leadership; it takes getting involved and putting theory into practice.
Explores the emotional challenges of parenting disabled children, and provides tips for communicating with professionals, advice on bonding with children, and strategies for dealing with difficult behavior.
Offers advice to parents of children with learning disabilities to help them provide the personal and academic support their children need to learn and thrive.
This book describes the skills teachers will need for productive collaboration with their students' parents. It employs a solution-focused approach which honors the diversity of families, respects the expertise of both parents and teachers, and promotes authentic communication between them. Teacher-Parent Collaboration looks at specific challenges that arise in schools and early childhood settings. The book outlines how teachers can respond to the needs of parents whose sons or daughters have disabilities or chronic illness, are gifted learners, are displaying disruptive or aggressive behavior (including bullying) at school, or whose families are enduring adversity, child neglect, or abuse. It describes how teachers can collaborate with parents to resolve these challenges to improve the children's functioning and achievement throughout their education years.
The Americans with Disabilities Act (ADA) and other national policies are designed to ensure the greatest possible inclusion of people with disabilities in all aspects of American life. But as a matter of national policy we still place the lion's share of responsibility for raising children with disabilities on their families. While this strategy largely works, sociologist Dennis Hogan maintains, the reality is that family financial security, the parents' relationship, and the needs of other children in the home all can be stretched to the limit. In Family Consequences of Children's Disabilities Hogan delves inside the experiences of these families and examines the financial and emotional costs of raising a child with a disability. The book examines the challenges families of children with disabilities encounter and how these challenges impact family life. The first comprehensive account of the families of children with disabilities, Family Consequences of Children's Disabilities employs data culled from seven national surveys and interviews with twenty-four mothers of children with disabilities, asking them questions about their family life, social supports, and how other children in the home were faring. Not surprisingly, Hogan finds that couples who are together when their child is born have a higher likelihood of divorcing than other parents do. The potential for financial insecurity contributes to this anxiety, especially as many parents must strike a careful balance between employment and caregiving. Mothers are less likely to have paid employment, and the financial burden on single parents can be devastating. One-third of children with disabilities live in single-parent households, and nearly 30 percent of families raising a child with a disability live in poverty. Because of the high levels of stress these families incur, support networks are crucial. Grandparents are often a source of support. Siblings can also assist with personal care and, consequently, tend to develop more helpful attitudes, be more inclusive of others, and be more tolerant. But these siblings are at risk for their own health problems: they are three times more likely to experience poor health than children in homes where there is no child with a disability. Yet this book also shows that raising a child with a disability includes unexpected rewards—the families tend to be closer, and they engage in more shared activities such as games, television, and meals. Family Consequences of Children's Disabilities offers access to a world many never see or prefer to ignore. The book provides vital information on effective treatment, rehabilitation, and enablement to medical professionals, educators, social workers, and lawmakers. This compelling book demonstrates that every mirror has two faces: raising a child with a disability can be difficult, but it can also offer expanded understanding. A Volume in the American Sociological Association's Rose Series in Sociology
More than 6.5 million children in the US receive special education services; in any given community, approximately one child out of every six will get speech therapy, go to counseling, attend classes exclusively with other children with disabilities, or receive some other service that allows him or her to learn. This new revised edition is a step-by-step guide to serving children and youth with disabilities as well as the family members, caregivers, and other people involved in their lives. The authors show how staff can enable full use of the library’s resources by integrating the methods of educators, medical and psychological therapists, social workers, librarians, parents, and other caregivers. Widening the scope to address the needs of teens as well as preschool and school-age children, this edition also discusses the needs of Spanish-speaking children with disabilities and their families, looking at cultural competency as well as Spanish-language resources. Enhanced with checklists, stories based on real experiences, descriptions of model programs and resources, and an overview of appropriate internet sites and services, this how-to gives thorough consideration to Partnering and collaborating with parents and other professionals Developing special collections and resources Assessing competencies and skills Principles underlying family-centered services and resource-based practices The interrelationship of early intervention, special education, and library service This manual will prove valuable not only to children’s services librarians, outreach librarians, and library administrators, but also early intervention and family support professionals, early childhood and special educators, childcare workers, daycare and after school program providers, and policymakers.
Despite a proliferation of special education literature on racial minorities over the past three decades, research and writing on Arab American children with disabilities remain remarkably sparse. This book fills that gap by promoting culturally appropriate services for Arab American children with disabilities. Special education and service providers in the U.S.—including school psychologists, rehabilitation counselors, and social workers—are increasingly likely to work with Arab Americans with disabilities. By focusing on this marginalized minority population, Al Khatib provides much-needed context and direction for service providers and researchers working with the Arab American community. Offering an overview of special education and the rights guaranteed under the Individuals with Disabilities Education Act (IDEA), this book also helps Arab American families understand the special education process and advocate for their children.
The importance of partnerships between professionals and the parents of children with special needs/disability is well established in childcare legislation. But is it reflected in practice? Written for practitioners and those in training, this book recognises that forming partnerships can be a fraught process involving dissent as well as cooperation. Naomi Dale draws on case histories from her own experience to examine key partnership issues such as consent, confidentiality and diagnosis delivery. She combines up-to-date theory and research with practice to provide a wealth of suggestions and ideas for effective family work. Working with Families of Children with Special Needs features useful exercises with each chapter, making it an excellent resource book and practice manual for multidisciplinary professionals.
Explains what special education is and how to make the special education process more successful for everyone involved. Includes a wealth of resources for parents such as lists of professional organizations, useful websites, support groups, and other books for further learning.
It’s hard enough for today’s parents to raise faith- filled children. But for the parents of kids with special needs, the challenges can be almost overwhelming; these parents’ own spirituality may suffer amidst the daily obstacles of raising a child with disabilities, and they may wonder how—or even if—their child can ever experience a meaningful spiritual life. In Faith, Family, and Children with Special Needs, David Rizzo—whose 12-year-old daughter has autism—offers great hope for parents who want to grow in their own spirituality while helping their children with disabilities experience God in a deeper way. Throughout the book, Rizzo’s abiding though sometimes tested Catholic faith is made clear as he thoughtfully explains everything from the practical, such as how parents can maintain sanity during Mass when the child with special needs becomes disruptive, to the profound, such as how parents can understand God in a way that is relevant to their predicament. At other times, Rizzo’s advice is intended to help the child grow in his or her own faith, as when he explains how kids with special needs can participate meaningfully in the Eucharist. By looking at big-picture issues of faith while also providing speci fic tips to nurture spiritual growth in parents and in their children with disabilities, Faith, Family, and Children with Special Needs will serve as a highly useful and inspiring resource for anyone in the community of faith who interacts with children with disabilities.
Social workers will find this book to be a valuable tool, highlighting ways of improving the cultural sensitivity of disability services and parental and family support. Combining a wide-ranging survey and in-depth interviews, the authors build a rich picture how culture and ethnicity can impact on a family's experience of disability.
Parents of children with disabilities confront a number of challenges and may be at risk for depressive or trauma-related symptoms. Changes in family roles and routines can cause stress for parents, siblings, and extended family alike as they confront multiple issues, including behavioural problems and frequent healthcare needs. Despite such challenges, many families derive a sense of meaning from facing their difficulties in a positive way. This book surveys the most recent empirical research on families of children with disabilities and provides guidelines and strategies for the developmental and family psychologists who support these clients. The book follows a developmental progression, first examining the immediate effects that a child's disability can have on his or her family and looking at the changes that occur as the child grows and faces new challenges. In doing so, the author examines studies employing a variety of methodologies, including quantitative research, meta-analyses, and qualitative methods such as narrative analysis. The book also describes cognitive behavioural interventions and programs that train parents to more effectively manage child behavioural problems and thereby improve family well-being.
Outlines specific strategies for school personnel, parents, and community agencies to use in providing services for disabled children.

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