Families, Professionals, and Exceptionality : Collaborating for Empowerment

by Turnbull, Ann; Turnbull, H. Rutherford

• ISBN13: 9780130163035
• ISBN10: 0130163031
• Edition: 4th
• Format: Paperback
• Copyright: 2001-01-01
• Publisher: Prentice Hall

Summary

This book is for courses that prepare special and general educators and related service providers to form successful partnerships with families of children with disabilities. Written by the best-known authors in the field of family and professional collaboration, this practical text instructs teachers and families how to empower, collaborate, and advocate for children with special needs. It retains the features of the third edition-the family systems perspectives, an emphasis on empowerment through parent/family and professional collaboration, and a multicultural approach. The authors have created a framework that transforms the complex theory of empowerment and implements techniques into an approach that is easy to understand and to apply.

Table of Contents

Part One Understanding Empowerment	1	(82)
Historical and Current Roles of Families and Parents	2	(14)
Parents as the Source of Their Child's Disability	4	(1)
Parents as Organization Members	5	(3)
Parents as Service Developers	8	(1)
Parents as Recipients of Professionals' Decisions	8	(1)
Parents as Teachers	9	(1)
Parents as Political Advocates	10	(2)
Parents as Educational Decision Makers	12	(1)
Families as Collaborators	12	(2)
Summary	14	(2)
Schools as Systems: The Context for Family-Professional Collaboration	16	(22)
General Education Reform Movement	18	(4)
Enhancing the Curriculum and Student Outcomes	18	(1)
Restructuring School Governance	19	(1)
Reshaping Service Delivery	19	(1)
Nature of Family-Professional Collaboration Model within General Education	19	(3)
Special Education Reform Movement	22	(8)
Reshaping the Provision of Free, Appropriate Public Education	22	(3)
Restructuring Placement	25	(1)
Nature of Family-Professional Collaboration with Special Education	26	(4)
Unified Systems Reform	30	(6)
Improving Student Outcomes	31	(2)
Encouraging Site-Based Management	33	(1)
Convergence of General and Special Education Model of Family-Professional Collaboration	33	(3)
Summary	36	(2)
Empowerment	38	(18)
Definition and Rationale	40	(1)
Empowerment Framework	41	(8)
Overview	41	(2)
Family and Professional Resources	43	(6)
Education Context Resources	49	(1)
Collaboration	50	(4)
Overview	50	(2)
Collective Empowerment	52	(1)
Empowerment as a Developmental Process	53	(1)
Summary	54	(2)
Building Reliable Alliances	56	(27)
Knowing Yourself	58	(1)
Knowing Families	59	(1)
Honoring Cultural Diversity	60	(7)
Definition and Rationale	61	(1)
Framework to Enhance Cultural Competence	62	(5)
Affirming and Building on Family Strengths	67	(1)
Promoting Family Choices	68	(1)
Affirming Great Expectations	69	(1)
Communicating Positively	70	(10)
Nonverbal Communication Skills	70	(3)
Verbal Communication Skills	73	(2)
Influencing Skills	75	(2)
Group Communication	77	(2)
Using Communication Skills in Difficult Situations	79	(1)
Improving Communication Skills	80	(1)
Warranting Trust and Respect	80	(1)
Summary	81	(2)
Part Two Understanding Families	83	(94)
Family Characteristics	84	(22)
Characteristics of the Family	86	(10)
Family Size and Form	86	(3)
Cultural Background	89	(5)
Socioeconomic Status	94	(1)
Geographic Location	95	(1)
Personal Characteristics	96	(3)
Characteristics of a Member's Exceptionality	96	(2)
Family Health	98	(1)
Coping Styles	99	(1)
Special Challenges	99	(5)
Families in Poverty	99	(2)
Families with Substance Abuse	101	(1)
Parents with Disabilities	101	(3)
Summary	104	(2)
Family Interaction	106	(24)
Assumptions of Family Systems Theory	108	(2)
Input/Output	108	(1)
Wholeness and Subsystems	109	(1)
Boundaries	110	(1)
Family Subsystems	110	(12)
Marital Partner Interactions (The Marital Subsystem)	110	(3)
Parent and Child Interactions (The Parental Subsystem)	113	(5)
Brother and Sister Interactions (The Sibling Subsystem)	118	(2)
Extended-Family Interactions (The Extended-Family Subsystem)	120	(2)
Cohesion and Adaptability	122	(6)
Cohesion	124	(2)
Adaptability	126	(2)
Summary	128	(2)
Family Functions	130	(22)
The Impact of Exceptionality on Family Functions	133	(14)
Affection Needs	133	(1)
Self-Esteem Needs	134	(3)
Spiritual Needs	137	(2)
Economic Needs	139	(1)
Daily Care Needs	140	(2)
Socialization Needs	142	(1)
Recreation Needs	142	(4)
Education Needs	146	(1)
Time as a Factor in Meeting Family Functions	147	(3)
Summary	150	(2)
Family Life Cycle	152	(25)
Family Life Cycle Theory	154	(2)
Life Cycle Stages	156	(14)
Birth and Early Childhood	156	(4)
Childhood	160	(3)
Adolescence	163	(3)
Adulthood	166	(4)
Life Cycle Transitions	170	(1)
Uncertainty About the Future	171	(4)
Off-Time Transitions	173	(2)
Summary	175	(2)
Part Three Collaborating for Empowerment	177	(196)
Communicating Among Reliable Allies	178	(26)
Identifying and Respecting Family Preferences	182	(2)
Gaining a Family Systems Perspective	182	(1)
Respecting Family Preferences	183	(1)
Making Accommodations for Linguistic Diversity	183	(1)
Written Strategies for Communication	184	(6)
Handbooks	184	(1)
Handouts	184	(1)
Newsletters	185	(2)
Letters, Notes, and Dialogue Journals	187	(1)
Report Cards, Grading, and Progress Reports	188	(1)
Occasional Messages	189	(1)
Telephone Contacts	190	(1)
Technology Options	191	(1)
Face-to-Face Interactions	191	(8)
Planned Meetings	192	(4)
Making Action Plans (MAPs)	196	(2)
Unplanned Meetings	198	(1)
Group Family Meetings	199	(1)
Linking Our Themes	199	(3)
Creating a Reliable Alliance	199	(2)
Strengthening Family Factors	201	(1)
Summary	202	(2)
Meeting Families' Basic Needs	204	(28)
Accessing Social Support	206	(5)
Group Support	208	(1)
One-to-One Support	208	(3)
Acquiring Information	211	(5)
Parent Information Program	211	(2)
Clearinghouses	213	(1)
Family Organizations	214	(1)
Adults with Exceptionalities	214	(1)
Books and Magazines	214	(2)
Television and Radio	216	(1)
Technology	216	(1)
Accessing Economic and Family Support Services	216	(6)
Federal Programs	217	(3)
State Programs	220	(2)
Addressing Issues of Abuse and Neglect	222	(4)
Definitions	222	(1)
Incidence	222	(1)
Pathways	223	(1)
Identification	223	(1)
Reporting	224	(1)
Prevention	224	(2)
Linking Our Themes	226	(2)
Creating a Reliable Alliance	226	(2)
Strengthening Family Resources	228	(1)
Summary	228	(4)
Referring and Evaluating for Special Education	232	(28)
Coordinating the Referral and Evaluation Process	237	(1)
Implementing Prereferral Intervention	237	(1)
Initiating and Reviewing the Referral	238	(1)
Providing Notice and Obtaining Consent	239	(2)
Providing Notice	239	(1)
Obtaining Consent	240	(1)
Supplementing Written Notices and Consent Forms	241	(1)
Collecting Evaluation Information	241	(7)
Family Participation in Collecting Evaluation Information	243	(5)
Right of Parents to Obtain Independent Evaluations	248	(1)
Analyzing Evaluation Information	248	(1)
Discussing Evaluation Results with Parents	248	(7)
Notifying Parents	248	(1)
Taking the Families' Perspective	249	(2)
Fostering a Reliable Alliance	251	(1)
Considering the Student's Role in Discussing Evaluation Results	252	(1)
Following an Agenda for Discussing Results	252	(3)
Informing Parents of the Individualized Program Conference	255	(1)
Linking Our Themes: Building a Reliable Alliance	255	(3)
Linking Our Themes: Strengthening Family Resources	258	(1)
Summary	259	(1)
Individualizing for Appropriate Education	260	(34)
Legal Requirements	262	(4)
Individualized Education Program (IEP)	262	(3)
Individualized Family Service Plan (IFSP)	265	(1)
Review of Research on IEP/IFSP Partnerships	266	(3)
Opportunities for Collaboration	269	(20)
Preparing in Advance	272	(4)
Attending to Advance Preparation	276	(1)
Connecting and Getting Started	277	(1)
Sharing Visions, Great Expectations, and Strengths	278	(1)
Reviewing Formal Evaluation and Current Levels of Performance	278	(2)
Developing Goals and Objectives (or Outcomes)	280	(2)
Specifying Placement, Supplementary Aids/Services, and Related Services	282	(6)
Specifying Assessment Modifications and Special Factors	288	(1)
Summarizing and Concluding	288	(1)
Linking Our Themes	289	(2)
Creating a Reliable Alliance	289	(1)
Strengthening Family Factors	289	(2)
Summary	291	(3)
Extending Learning into Home and Community	294	(34)
Incorporating Person-Centered Planning	296	(5)
Fostering Homework Collaboration	301	(6)
Family Concerns about Homework	302	(2)
Suggestions for Homework Collaboration	304	(3)
Implementing Positive Behavioral Support	307	(9)
Definition of Positive Behavioral Support	308	(1)
School-Wide Positive Behavioral Support	308	(8)
Integrating Services	316	(5)
Linking Our Themes	321	(4)
Creating a Reliable Alliance	321	(4)
Strengthening Family Factors	325	(1)
Summary	325	(3)
Attending and Volunteering at School	328	(20)
Attending School Events	330	(4)
Attending General School Events	330	(2)
Attending Extracurricular Activity Events	332	(2)
Contributing to Classroom Instruction	334	(3)
Contributing to Other School Tasks	337	(1)
Attending Classes of Their Own	338	(1)
Participating in the Parent-Teacher Organization	339	(1)
Participating in Family Resource Centers	340	(1)
A Comprehensive Program	341	(1)
Linking Our Themes	342	(3)
Creating a Reliable Alliance	342	(1)
Strengthening Family Factors	342	(3)
Summary	345	(3)
Advocating for Systems Improvement	348	(25)
Becoming an Advocate	350	(8)
Definition	350	(1)
Places, People, Issues, and Orientation for Advocacy	350	(3)
Sources and Levels of Advocacy	353	(1)
Monitoring and Advisory Committees	354	(1)
Advocacy, Collaboration, and Empowerment	355	(3)
Advocating for Change through Standards-Based School Reform	358	(6)
Current Status	358	(1)
Roles in Advocating for School Reform	359	(3)
Advocating for Change in Parental Participation	362	(2)
Advocating for Change through Legislative and Judicial Processes	364	(6)
National Influence	364	(1)
State/Local Influence	365	(1)
Influencing Policy through the Courts	365	(1)
Creating a Reliable Alliance	366	(1)
Strengthening Family Factors	366	(4)
Summary	370	(3)
Appendix A	373	(10)
Appendix B	383	(6)
References	389	(46)
Index	435

Excerpts

Preface Welcome toFamilies, Professionals, and Exceptionality: Collaborating for Empowerment.This, our fourth edition, retains the features of the third--the family systems perspective, an emphasis on empowerment through parent/family and professional collaboration, and a multicultural approach. In addition, this edition highlights ten of the same families who appeared in the third edition: the Smith family (chapter 1), the Cooper family (chapter 3), the Rocco family (chapter 4), the Cofresi family (chapter 5), the Benito family (chapter 6), the Battles family (chapter 7), the Baccus-Luker family (chapter 8), the Manos family (chapter 9), the Hoyt family (chapter 14), and the Roach family (chapter 15). This edition, however, adds five new families: the Wade family (chapter 2), the Markey family (chapter 10), the Lee family (chapter 11), the Motley family (chapter 12), and the Gonzalez family (chapter 13). Text Organization This text is organized into three parts. Part 1, "Understanding Empowerment," describes the concept of empowerment historically and currently. Part 2, "Understanding Families," describes families as interactive systems, enabling you to understand them from a systems perspective. Part 3, "Collaborating for Empowerment," explains how you can empower families, professionals, and yourself by using seven opportunities for partnerships and by committing to eight obligations to develop reliable alliances. We not only present the theory of empowerment, but we also suggest techniques for advancing empowerment through collaboration. And we synthesize the literature on empowerment, relying on the concepts and research dates reported in several disciplines. Through our synthesis, we create a framework that transforms this complex theory and implements techniques into an approach that is easy to understand and apply. Throughout the text we emphasize mutual empowerment, believing that whatever empowers one person should and can empower another. As one person in a collaborative partnership becomes more empowered, so will all of them. Empowerment, after all, is a value that families, professionals, and you as an individual can pursue and obtain through collective action. Text Features We bring together theory, research, and the best practices related to family-professional partnership from both general and special education. The effort to merge these two bodies of knowledge is, we believe, a "first." With this merger comes the opportunity for families of all students to participate in tomorrow's schools in a more empowered and effective way. In each chapter, we feature "family voices," portraying a family in the opening and closing vignette and relying on the family's experience and voice throughout the chapter. The vignette and the "My Voice" feature are not ornamental. Rather, they are instrumental, linking the concepts and content of the chapter to real families, real professionals, and real schools. Through these voices, you will acquire a richer, real-life understanding of the family systems approach. These families and professionals speak with many dialects and accents; represent a broad spectrum of American life; and show how people of every economic and social stratum, of every color, race, and ethnic origin, in every part of this country empower themselves, their family members, and their colleagues in schools and communities. To repeat: Empowerment is for everyone, and these voices show exactly how everyone can become more empowered through collaboration. The chapters are strong theoretically and empirically in terms of their research base. Just as important (because we want this book to make a difference for you and others, personally and professionally), each chapter is highly applied, setting out techniques for you and others to use in collaborating for empowerment. The "Together We Can" and "Tips" features exemplify