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9780130194886

Parents and Families of Children with Disabilities Effective School-Based Support Services

by ; ;
  • ISBN13:

    9780130194886

  • ISBN10:

    0130194883

  • Edition: 1st
  • Format: Paperback
  • Copyright: 2019-12-18
  • Publisher: Pearson

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Supplemental Materials

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Summary

Parents and Families of Children with Disabilities: Providing Effective School Based Support Servicesprovides teachers and paraprofessionals with necessary motivation, research-based practices, skills, and resources to collaborate effectively wiith familes 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.General K-12 inservice teachers, paraprofessionals, and parents.

Table of Contents

Understanding Family Support Services in the Schools
1(30)
Family Perspective: The Brewsters
2(1)
Family Perspective: The Jacobsons
3(1)
Reflecting on the Family Perspectives
3(1)
Family Participation in Education
4(3)
Children with Disabilities and Family Impact
7(2)
Family-Centered Practices: A Social Ecology Approach
9(2)
Microsystem
9(1)
Mesosystem
10(1)
Exosystem
10(1)
Macrosystem
11(1)
The Need for School-Based Family Support Services
11(3)
Legislative Foundations for Family Support Services
14(4)
Capacity-Based Services
16(1)
Empowerment/Participatory Decision Making
17(1)
Family Integrity and Unity
17(1)
Family Centeredness: Services to the Whole Family
17(1)
Principles and Characteristics of Family-Centered Support Services
18(4)
Foster Collaborative Partnerships with Families
18(1)
Address the Needs of the Entire Family
18(1)
Respect Family Diversity and Expertise
19(1)
Foster Family Networking and Utilization of Natural Supports
20(1)
Acknowledge Family Strengths
20(1)
Provide Flexible, Accessible, Proactive, and Comprehensive Support Services
20(1)
View Families as Benevolent
21(1)
Enhance Family Control over the Services They Receive
21(1)
Acknowledge That Families Have the Responsibility to Help Themselves as Best They Can
21(1)
Family Support Implications for Professional-Family Relationships
22(2)
Summary Statements
24(1)
Questions for Discussion
25(1)
Resources for Family Support Services
25(1)
Reflection Activities
25(1)
References
26(5)
Providing Parental and Family Support in Diverse Schools
31(18)
Family Perspective: Susan's Conflict
32(1)
Reflecting on the Family Perspective
32(1)
Identity Categories
33(8)
Socioeconomic Status
35(1)
Race/Ethnicity
36(2)
Sexual Orientation
38(1)
Religion
39(1)
Disability Status
39(1)
Family Membership
40(1)
Communication with Families Whose Backgrounds Differ from Your Own
41(2)
Constructing a Classroom That Reflects Our Diverse Society
43(1)
Preparing Teachers to Embrace Diverse Families
43(1)
Kyle and Susan Revisited
44(1)
Summary Statements
45(1)
Questions for Discussion
45(1)
Resources for Providing Parental and Family Supports in Diverse Schools
45(1)
Reflection Activities
46(1)
References
46(3)
Emotional Supports for Parents and Families
49(24)
Family Perspective: The Hewitts
50(1)
Reflecting on the Family Perspective
51(1)
Parent and Family Emotional and Psychological Needs
51(3)
The Role of Schools and School Personnel in Supporting Parent and Family Emotional, Psychological, and Coping Needs
54(12)
Effective Educational Programs for Students with Disabilities
54(1)
Formation and Maintenance of Trust-Oriented Relationships with Parents and Families
55(2)
Effective Communication as an Emotional and Psychological Support Foundation
57(3)
Educators' Emotional and Psychological Support Referral Role
60(2)
Individual and Group Emotional and Psychological Counseling and Other Psychological Supports for Parents and Families
62(2)
Conflict Resolution Programs and Strategies
64(2)
The Hewitts Revisited
66(1)
Summary Statements
67(1)
Questions for Discussion
67(1)
Resources for Family Support
67(1)
Reflection Activities
68(1)
References
69(4)
Providing Supports for Siblings
73(20)
Family Perspective: The Kilmers
74(1)
Reflecting on the Family Perspective
74(1)
Understanding Siblings of Children with Disabilities Within the Context of a Family
75(3)
Responding to the Needs of Siblings of Children with Disabilities
78(5)
Resources for Siblings of Special-Needs Students
78(5)
Strategies for Sibling Support and Involvement: A Case Example
83(4)
A Younger Brother with a Severe Developmental Disability
83(2)
Strategies for Assisting the Siblings
85(2)
The Kilmers Revisited
87(1)
Summary Statements
88(1)
Questions for Discussion
88(1)
Resources for Sibling Support
89(1)
Reflection Activities
90(1)
References
90(3)
Providing Coping and Stress Supports for Parents and Families
93(36)
Family Perspective: Zachary's Family
94(1)
Reflecting on the Family Perspective
94(1)
Theoretical Models of Stress and Coping
95(4)
Hill's ABCX Model
96(1)
McCubbin and Patterson's Double ABCX Model
97(1)
Patterson's Family Adjustment and Adaptation (FAAR) Model
98(1)
Stressors Impacting Families of Children with Disabilities
99(8)
Transitional Stress
100(1)
Family Functioning Stress
101(1)
Emotional Stress
102(1)
Caregiving Stress
103(2)
Stress from Negative Professional and Societal Attitudes/Assumptions
105(2)
Positive Effects and Transformations in Parenting a Child with a Disability
107(4)
Family Coping Strategies
111(8)
Stress-Reduction Techniques
112(1)
Cognitive Coping Strategies
113(2)
Support Strategies
115(4)
Zachary's Family Revisited
119(1)
Summary Statements
120(1)
Questions for Discussion
121(1)
Resources for Family Stress and Coping
121(1)
Reflection Activities
122(1)
References
122(7)
Identifying and Accessing School Support Services for Parents and Families
129(30)
Family Perspective: The Websters
130(1)
Reflecting on the Family Perspective
131(1)
The Role of Schools in Supporting Parents and Families
131(1)
Understanding and Planning for Parent and Family Needs
132(15)
High-Quality and Effective Programs for Students with Disabilities
133(1)
Regular, Ongoing Opportunities for Parents/Families and Professionals to Exchange Information
134(5)
Participation, Advocacy, and Partnership
139(1)
Training Parents to Implement Skill-Training, Management, and Tutoring Programs at Home
140(3)
Problem-Solving, Coping, and Emotional and Psychological Support
143(4)
Parent and Family Needs and Participation Assessment
147(2)
Level 1: Awareness, Attendance, and Basic Participation
148(1)
Level 2: Ongoing Communication, Information Sharing, and Basic Program Involvement
149(1)
Level 3: Advocacy and Collaborative Program Involvement
149(1)
Level 4: Collaboration and Partnership Participation
149(1)
A Model for Addressing Parent and Family Needs Within School Organizations
149(4)
The Websters Revisited
153(1)
Summary Statements
153(1)
Questions for Discussion
153(1)
Resources for Identifying and Accessing School Support Services
153(1)
Reflection Activities
154(1)
References
155(4)
Partnering to Provide Community Support Services for Parents and Families
159(32)
Family Perspective: The Newtons
160(1)
Reflecting on the Family Perspective
160(1)
Families' Needs for Community Support Services
161(2)
Full-Service Schools
163(7)
Interprofessional and Interagency Collaboration
165(5)
Barriers to Interprofessional and Interagency Collaboration
170(1)
Full-Service Schools, Principles and Procedures
170(7)
Principles
171(1)
Procedures
172(5)
Accessing Family Supports Within the Adult Services System
177(7)
Income Support
177(1)
Health Care
178(2)
Housing Options
180(1)
Employment Training
181(1)
Family Support
182(2)
Benefits Associated with School-Community Support Services
184(1)
The Newtons Revisited
185(1)
Summary Statements
186(1)
Questions for Discussion
186(1)
Resources for Providing Community Support Services
187(1)
Reflection Activities
187(1)
References
188(3)
Fostering Effective Parent and Family Educational Advocacy
191(38)
Family Perspective: The Runnels
192(1)
Reflecting on the Family Perspective
192(1)
Professional Reluctance to Serve as Educational Advocates
193(2)
The Importance of Parental Advocacy
195(1)
Barriers to Active Parent Participation
196(4)
Cultural and Language Differences
196(2)
Poverty
198(1)
Lack of Knowledge About Special Education Procedures
198(1)
Negative Professional Attitudes Toward Parents
199(1)
Parental Burnout
200(1)
Parental Alienation and Isolation
200(1)
Elements of Effective Parent Educational Advocacy
200(23)
Essential Attitudes/Dispositions
201(1)
Essential Knowledge Bases
202(10)
Essential Advocacy Skills
212(11)
The Runnels Family Revisited
223(1)
Summary Statements
224(1)
Questions for Discussion
224(1)
Resources for Educational Advocacy Support
225(1)
Reflection Activities
225(1)
References
226(3)
Educational Support Services to Assist Parents and Families in Designing and Implementing Positive Behavioral Interventions
229(26)
Family Perspective: Jawna and Jake
230(1)
Reflecting on the Family Perspective
230(1)
Historic Interactions Between Families and School Personnel When Designing and Implementing Positive Behavioral Interventions
230(2)
Rationale for Including Family Members in Designing and Implementing Positive Behavioral Interventions
232(4)
Benefits of Family Member Knowledge
232(1)
Support for the Family
233(1)
Perceptual Differences of Children's Behavior
234(1)
Families as Supports for School Personnel
235(1)
Benefits for Children
235(1)
The Process of Involving Family Members in FBA and the Development of BIPs
236(6)
Functional Behavioral Assessment (FBA)
236(3)
Behavioral Intervention Plan (BIP)
239(3)
Providing Educational Support Services to Enhance Family Participation in Designing and Developing Positive Behavioral Interventions
242(6)
Cohesive Support Services
242(1)
Professional Preparation for Offering Educational Support Services
243(1)
Considerations for Providing Educational Support Services
243(1)
Assessing Families' Needs and Readiness for Educational Support Services
244(1)
Attitudinal Approaches Conducive to Providing Educational Support Services
245(1)
Preparing Families to Share Information
246(1)
Types and Examples of Educational Support Services Provided in Designing and Implementing BIPs
247(1)
Examples of Educational Support Services
248(2)
A Special Note About Out-of-Home Treatment Programs
250(1)
Jawna and Jake Revisited
250(1)
Summary Statements
251(1)
Questions for Discussion
251(1)
Resources for Educational Support Services to Assist in Designing and Implementing BIPs
251(1)
Reflection Activities
252(1)
References
252(3)
Educational Support Services to Assist Parents and Families in Designing and Implementing Academic Intervention Programs
255(18)
Family Perspective: Expectations of Tomas
256(1)
Reflecting on the Family Perspective
256(1)
Reasons to Involve Family Members in Their Child's Academic Life
257(1)
Impowering Family Member Involvement in Children's Education
258(2)
Supporting Family Members Who Act as Teachers or Tutors to Their Children
260(3)
Reasons Family-Member-as-Tutor/Teacher Programs Fail
262(1)
Factors That Affect Family Members' Levels of Participation in Their Children's Academic Growth
263(1)
Working with Family Members to Provide Academic Support at Home
264(2)
Factors That Allow for Positive Experiences for Families When Parents Act as Tutors
266(2)
Examples of Well-Planned and Well-Implemented Parent-as-Tutor Programs
268(1)
Tomas's Family Revisited
269(1)
Summary Statements
270(1)
Questions for Discussion
270(1)
Resources for Collaboration Regarding Academics
270(1)
Reflection Activities
270(1)
References
270(3)
Educational Support Services to Assist Parents and Families in Transition Planning and Programming
273(26)
Family Perspective: Jessica's Dreams
274(1)
Reflecting on the Family Perspective
274(1)
Adult Outcomes of Individuals with Disabilities
274(2)
Transition Issues
276(2)
Transition Definitions
276(1)
Different Perspectives on Transition
277(1)
Age of Majority
278(1)
Legal Responsibilities to Provide Transition Programming
278(2)
Areas of Transition
280(5)
Having and Caring for a Home
280(1)
Career Education
281(1)
Personal Management
281(1)
Relationship Development and Maintenance
281(1)
Recreational Interest and Skill Development
282(1)
Understanding Sexuality and Family Planning
282(1)
Community Participation
283(1)
Continuing Education and Training/Lifelong Learning
283(1)
Attaining Transportation
284(1)
Understanding Financial Responsibilities
284(1)
Roles of Transition Team Members
285(3)
What a Teacher Can Do
286(2)
Emotional Issues for Young Adults with Disabilities and Their Family Members During Transition
288(1)
Tools to Develop a Quality, Individualized Transition Plan
289(1)
Best Practices in the Transition Process
289(2)
Encouraging Best Practices by Other Team Members
291(1)
Jessica's Family Revisited
292(1)
Summary Statements
293(1)
Questions for Discussion
293(1)
Resources for Successful Transition
293(1)
Reflection Activities
294(1)
References
294(5)
Family Stories Illustrating School-Based Support
299(22)
Supporting an Ethnically and Linguistically Diverse Family
300(2)
A Family's Need for Support
300(1)
An Example of School-Based Family Support
300(2)
Emotional Supports for a Family of a Difficult-to-Manage Youth
302(1)
A Family's Need for Support
302(1)
An Example of School Based Family Support
302(1)
Supports for a Sister of a Child with Autism
303(2)
A Sibling's Need for Support
303(1)
An Example of School-Based Sibling Support
304(1)
Coping and Problem-Solving Supports for a Single Mother with Multiple Challenges
305(2)
A Family's Need for Support
305(1)
An Example of School-Based Family Support
305(2)
School Support Services and a Partnership-Seeking Parent
307(1)
A Family's Need for Support and Involvement
307(1)
An Example of School Support Services
307(1)
Community Support Services for a Family of a Young Adult with Severe and Multiple Disabilities
308(2)
A Family's Need for Support
308(1)
An Example of School-Based Family Support
309(1)
Parent and Family Advocacy Support Services and a Nonresponsive School Administrator
310(1)
A Family's Need for Support
310(1)
An Example of School-Based Family Support
310(1)
Support for a Family with Children Experiencing Emotional and Behavioral Problems
311(2)
A Family's Need for Support
311(1)
An Example of Family and Child Support
312(1)
Academic Support for a Family of a Youth with a Reading Problem
313(1)
A Family's Need for Support
313(1)
An Example of Family Support and Involvement in Academics
313(1)
Person-Centered Planning Transition Support for a Family
314(3)
A Family's Need for Support
314(1)
An Example of Support During Transition
315(2)
Concluding Thoughts
317(1)
Questions for Discussion
318(1)
Reflection Activities
318(1)
References
319(2)
Name Index 321(10)
Subject Index 331

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