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Intro to Exceptionalities Week 1 Aug 29- Sept 2

by: Sierra Kosh

Intro to Exceptionalities Week 1 Aug 29- Sept 2 SPED 23000-001

Marketplace > Kent State University > Special Education > SPED 23000-001 > Intro to Exceptionalities Week 1 Aug 29 Sept 2
Sierra Kosh
GPA 2.8
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About this Document

These notes cover Chapter 4- Parents and Families
Introduction to Exceptionalities
Wendy McWilliams-Woods
Class Notes
Special Education




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This 4 page Class Notes was uploaded by Sierra Kosh on Friday September 2, 2016. The Class Notes belongs to SPED 23000-001 at Kent State University taught by Wendy McWilliams-Woods in Fall 2016. Since its upload, it has received 30 views. For similar materials see Introduction to Exceptionalities in Special Education at Kent State University.

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Date Created: 09/02/16
Week 1 Aug 29- Sept 2 Syllabus Monday, Aug 29- ★ We did an exercise where we had to interpret sign language and communicate with drawings. ★ We discussed the syllabus (found on Blackboard). Wednesday, Sept 1- ★ Chapter 4 reading due in class ○ We started with chapter 4 because the family spends the most time and knows the child the best. ★ Topics ○ Changing professionals views of parents and families ■ Professionals need to consider the parents concerns ■ The child's behavior CAN have an effect on the parents not just the other way around ■ The parents know their child the best (Ex. taking tips from parents on how to communicate with the child) ■ The parents need to be THE PARENT not the teacher or therapist (sometimes we need to take the responsibilities from the parents so that they can have a strong parent-child relationship) ■ Parents are legally involved in the IFSP ○ Effect on the family of a child with a disability ■ The parents may go through the stages (the stage approach) ■ Many parents feel guilty or responsible for the child's disability ■ Parents are vulnerable to the public's reaction to the child ■ Parents do not have the tools to deal with the child's reaction (Child yelling when he wants something- say no and change the behavior) ■ Extended family reactions ■ Stress (depending on the situation some parents will split up) ■ Mothers are the most vulnerable to depression, although 71% are not depressed ■ Parents need to focus on the positive not the negative ○ The best options for parents and families to be involved in the child's education and treatment ★ Resilient Families ○ Learn from negative experiences ○ Experience joy when their child succeeds (look on the positive side) ○ Parents take advantage of support systems (when the family friends offers to babysit or drive child to school) ○ Ability to balance family needs and the individual child's need ○ Create a structured routine ○ The parents are advocates for their child ■ Sometimes the parent over advocates (wanting their child to have an ipad because they see another child with one- we are required to give the child what they need not necessarily what could possibly be the absolute best) ■ Ex. Parent pushes to get her child into his home town school- built an elevator and many students were able to come to the hometown school ● The mother went through the correct legal channels to make it happen ★ Siblings’ Reactions ○ May follow the same emotional stages as the parents ○ Younger children have a more difficult time coping with these feelings because they do not have the maturity level ■ Possibly feel guilty (twins, one has a disability and the other does not, child without disability can feel like “why them and not me?”) ○ Older children, especially females, may need to “help out” ○ They are concerned for the future, others reactions, and sometimes make up concerns (will my sibling die?) ■ Talking to children and explaining is important ★ Family-centered approach to treatment and education 1 ○ Professionals work for the family ○ Parents are equal in developing programs for their child ○ Wrap around service (Bringing in a counselor to talk with the child) ★ Components of the family systems theory 1 ○ Ex. family from saudi-arabia had a daughter who was extremely deaf, parents did not want to use any medical intervention or sign language. They ended up teaching the girl sign but they did not make her sign back. The families faith and culture (the shaman) told him to wait and not do anything because their would be a miracle. ○ Family characteristics ■ Size of the family ■ Cultural background ■ Social status ■ Stress and how the family copes ○ Family Interaction ■ Cohesion (How independent the child can be)(Ex. The child living on their own in adulthood) ■ Adaptability (if the family is able to deal with change and stressful situations) (Ex. the child gets sick, misses school, and they need to bring a specialist into the home) ★ Components of the family system theory 2 ○ Family functions ■ Economic, daily care, social ■ Medical and educational ○ Family life cycle (stages and transitions) ● Transition programs to reduce stress ○ Teacher taking middle school child to the high school to adapt to the environment ● Meet with parents ■ Early childhood ■ Childhood ■ Adolescence ■ Adulthood ★ Family-centered approach to treatment and education 3 ○ Communication between parents and teachers ■ Parent-teacher conferences ■ Home-note programs ● Parent wouldn't respond to the notes, turns out she couldn't read so phone calls worked best ■ Traveling notebooks ● Similar to home note but more casual and less structured ○ Parent advocacy ■ When the parents action benefits one or more students (Ex.The mother who got her child into their hometown school)


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