chapter 1 (use chapter 1 power point) 1. In your own words, describe what the following statement means to you and why? “In the absence of conclusive educational data, educational decisions should be

Instruction of Students withInstruction of Students with Severe DisabilitiesSevere Disabilities Eighth EditionEighth Edition Martha E. Snell, Fredda Brown, John J. McDonnellMartha E. Snell, Fredda Brown, John J. McDonnell Copyright © 2016, 2011, 2006 by Pearson Education, Inc. All Rights Reserved Chapter 2 Fostering Family– Professional Partnerships Developed by:

All Rights ReservedFostering Family–Professional Partnerships (2.2)Fostering Family–Professional Partnerships (2.2) • Individuals with Disabilities Education Act (IDEA): PARENTAL RIGHTS & RESPONSIBILITIES • A FAMILY SYSTEMS PERSPECTIVE Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell Copyright © 2016, 2011, 2006 by Pearson Education, Inc.

All Rights ReservedIDEA: PARENTAL RIGHTS & RESPONSIBILITIESIDEA: PARENTAL RIGHTS & RESPONSIBILITIES IDEA’s Six Principles (2.3)IDEA’s Six Principles (2.3)  IDEA’s Six Principles • Zero Reject • Nondiscriminatory Evaluation • Appropriate Education • Least Restrictive Environment • Parent and Student Participation in Shared Decision Making • Procedural Due Process Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell Copyright © 2016, 2011, 2006 by Pearson Education, Inc.

All Rights ReservedIDEA’s Six Principles (2.4)IDEA’s Six Principles (2.4) • Zero Reject: No student with a disability may be denied a free and appropriate education, regardless of the severity of the student’s disability • Nondiscriminatory Evaluation: Evaluations must be unbiased and take into consideration students’ language, culture, and other traits • Appropriate Education: An appropriate education is one that is guided by an IFSP or IEP that complies with IDEA processes and provides benefit to the student • Least Restrictive Environment: An environment in which the student is educated to the maximum extent possible with their peers without disabilities • Parent & Student Participation in Shared Decision Making:

Shared decision making occurs when parents and students have an active voice in the development of educational programs and the implementation of IDEA principles • Procedural Due Process: A process ensuring fairness in the consideration of evidence in which parents and educators hold each other accountable for the provision of FAPE. Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell Copyright © 2016, 2011, 2006 by Pearson Education, Inc.

All Rights ReservedIDEA: PARENTAL RIGHTS & RESPONSIBILITIESIDEA: PARENTAL RIGHTS & RESPONSIBILITIES (2.5) (2.5) • Supporting Families to Be Educational Advocates  Ensure families are equal partners in decision- making  Provide families with resources so they can make informed decisions  Invite families to participate in the school culture and governance committees  Recognize and respect families culture, strengths, and needs Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell Copyright © 2016, 2011, 2006 by Pearson Education, Inc.

 A “set of elements standing in inter-relation among themselves and with the environment” Bertalanffy, 1975, p. 159 • How does a systems approach apply to famlies?

 It assumes that families operate in an inter- connective fashion in which all family interactions have an impact on the family as a whole A Family Systems Perspective (2.6)A Family Systems Perspective (2.6) Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell Copyright © 2016, 2011, 2006 by Pearson Education, Inc.

All Rights ReservedA FAMILY SYSTEMS PERSPECTIVEA FAMILY SYSTEMS PERSPECTIVE Family Characteristics (2.7)Family Characteristics (2.7) • Characteristics of the family  Size of family  Socio-economic status  Culture • Personal characteristics of family members  Physical and mental health status of individual family members  Type of child’s disability and level of support needed  Age • Special Challenges  Parent changing or losing a job  Death of a family member  Poverty Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell Copyright © 2016, 2011, 2006 by Pearson Education, Inc.

All Rights ReservedA FAMILY SYSTEMS PERSPECTIVEA FAMILY SYSTEMS PERSPECTIVE Family Interaction (2.8)Family Interaction (2.8) • Family Subsystems represent the different types of family interactions among members of a family • Four types of family subsystems are:

 Marital subsystem: Interactions between the parents, including parents who are in same-sex marriages.

 Parental subsystem: Interactions between a parent and a child in the family  Sibling subsystem: Interactions between a child and his or her siblings  Extended family subsystem: Interactions between the whole family or individual family members with other relatives, friends, neighbors, and professionals Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell Copyright © 2016, 2011, 2006 by Pearson Education, Inc.

All Rights Reserved• Establishing Balance: Cohesion and Flexibility  Cohesion: The emotional bond that family members share with each other  Flexibility: How families express leadership and organization and negotiate the relationship roles within the family A FAMILY SYSTEMS PERSPECTIVEA FAMILY SYSTEMS PERSPECTIVE Family Interaction (2.9)Family Interaction (2.9) Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell Copyright © 2016, 2011, 2006 by Pearson Education, Inc.

All Rights Reserved• Examples of Cohesion and Flexibility  Cohesion • Family members listen intently to one another • Family members provide each other with emotional support  Flexibility • Family members share household responsibilities • Family members understand and respond appropriately to changes A FAMILY SYSTEMS PERSPECTIVEA FAMILY SYSTEMS PERSPECTIVE Family Interaction (2.9)Family Interaction (2.9) Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell Copyright © 2016, 2011, 2006 by Pearson Education, Inc.

All Rights ReservedA FAMILY SYSTEMS PERSPECTIVE A FAMILY SYSTEMS PERSPECTIVE Family Functions (2.10)Family Functions (2.10) • Economic Needs: Families need financial resources for both short-term and long term expenses to meet the needs of all members of the family, including the member with a disability. Some of these needs include:

 Food  Shelter  Specialized equipment, medicine, therapy, and other resources to care for the child with a disability  Retirement  Long-term care for child with a disability Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell Copyright © 2016, 2011, 2006 by Pearson Education, Inc.

All Rights Reserved• Socialization Needs: Families value the opportunity for their son or daughter with a disability to have meaningful friendships and take part in social activities with their peers without disabilities. A few strategies to address socialization needs include:

 Peer buddies  Social skills training  Use of prompts to encourage social initiations and responding  Parents, teachers, peers, and others as friendship facilitators A FAMILY SYSTEMS PERSPECTIVE A FAMILY SYSTEMS PERSPECTIVE Family Functions (2.11)Family Functions (2.11) Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell Copyright © 2016, 2011, 2006 by Pearson Education, Inc.

All Rights ReservedA FAMILY SYSTEMS PERSPECTIVEA FAMILY SYSTEMS PERSPECTIVE Family Life Cycle (2.12)Family Life Cycle (2.12) • Life Cycle Stages: Life cycle stages describe the series of developmental stages characterized by periods of time in which the family functions. We describe six such stages:

 Birth and early childhood  Elementary school  Adolescence  Early adulthood  Middle adulthood  Aging Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell Copyright © 2016, 2011, 2006 by Pearson Education, Inc.

All Rights Reserved• Early Childhood  Provide parents with resources and tips to assist with child separation anxiety (e.g., books parents can read to their child about the first day of school; leaving the child with others for short periods).

 Provide information about various preschools in the community to assist parents with decision-making.

 Encourage participation in “Parent to Parent” programs (www.p2pusa.org), in which veteran parents are matched in one-to-one relationships with parents who are just beginning the transition process.Family-Professional Partnerships for Successful Family-Professional Partnerships for Successful Transitions (2.13)Transitions (2.13) Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell Copyright © 2016, 2011, 2006 by Pearson Education, Inc.

 Ensure that IEP meetings provide an empowering context for family collaboration.

 Encourage participation in “Parent to Parent” matches, workshops, or family support groups to discuss transitions with others.Family-Professional Partnerships for Successful Family-Professional Partnerships for Successful Transitions (2.14)Transitions (2.14) Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell Copyright © 2016, 2011, 2006 by Pearson Education, Inc.

 Incorporate into the IEP skills that will be needed in future career and vocational programs.

 Visit or become familiar with a variety of career and living options.Family-Professional Partnerships for Successful Family-Professional Partnerships for Successful Transitions (2.15)Transitions (2.15) Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell Copyright © 2016, 2011, 2006 by Pearson Education, Inc.

 Assist family members in transferring responsibilities to the individual with the exceptionality, other family members, or service providers, as appropriate.

 Assist the young adult or family members with career or vocational choices.Family-Professional Partnerships for Successful Family-Professional Partnerships for Successful Transitions (2.16)Transitions (2.16) Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell Copyright © 2016, 2011, 2006 by Pearson Education, Inc.

• Families experience both joys and challenges as their children transition from one developmental stage to the next A FAMILY SYSTEMS PERSPECTIVEA FAMILY SYSTEMS PERSPECTIVE Family Life Cycle (2.17)Family Life Cycle (2.17) Instruction of Students with Severe Disabilities, 8e Martha E. Snell, Fredda Brown, John J. McDonnell Copyright © 2016, 2011, 2006 by Pearson Education, Inc.

 Separation anxiety upon their child entering daycare or public school for the first time  Transitioning from elementary to junior high school  Celebration of religious and cultural milestones in a child’s life  Preparing for their child’s first job or attendance at college A FAMILY SYSTEMS PERSPECTIVEA FAMILY SYSTEMS PERSPECTIVE Family Life Cycle (2.17)Family Life Cycle (2.17)