SPED 210 Chapter 4
SPED 210 Chapter 4 SPED 210
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This 4 page Class Notes was uploaded by Keely Egelhoff on Wednesday September 21, 2016. The Class Notes belongs to SPED 210 at Western Illinois University taught by Logan in Spring 2016. Since its upload, it has received 3 views. For similar materials see The Exceptional Learner in Special Education at Western Illinois University.
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Date Created: 09/21/16
Keely Egelhoff SPED 210 Logan 2/14/16 The Life In chapter three of the book, Exceptional Learners: Introduction to Special Education multicultural education is discussed in great detail. In chapter four Hallahan, Kauffman, and Pullen discuss exceptional learners and their families. In chapter four there are also ways that teachers and parents of disabled students are able to openly communicate the needs of the student. There is much to learn as a prospective teacher about open communication with parents. Behind every student there are a set of parents or guardians who are willing to do whatever it takes to raise their loved one up the best they can. As the parents of disabled children they fall prey to a stressful life. These parents are not always stressed but statistics show that parents with disabled children are more likely to be stressed than those without disabled children (Hallahan et. al 68). Each parent and even sibling goes through a set of stages. This is referred to the stage theory approach. These stages include shock, disruption, denial, sadness, anxiety, fear, anger, and adaptation. Even some go through guilt. Not for having the child but because there are so many causes for disabilities it is hard to say what really caused the child to have difficulties later on in life (Hallahan et. al 68). Just as the stress and the stages takes a toll on the family there is always hope. Have a great support system of family and friends really helps out the family who struggles. Many professionals are pushing for a more family centered approach than having a child sit and talk with a doctor. They believe by having the student form a stronger bond with their parents they are enabling a better connection later on in life when communication gets difficult. This also allows parents, teachers, and students a clearer easier way to talk to each other and find a better option in education (Hallahan, Kauffman, Pullen 73). Chapter four then goes on to talk about family interaction. There are two factors in family interaction, cohesion and adaptability. Both are vital in making home life easier for everyone involved. Cohesion deals mainly on the independence of family members. This allows everyone in the house to be their own person but at the same time work together as a whole. This comes into play when the child with a disability is ready to live on their own. Since they were able to be their own person in their house then can now function for the most part on their own. The second part of the equation is adaptability. This refers to how a family is able to adapt to different situations. There is no one who can predict the future so a family that is able to change routine in order to get through the day is better suited and able to function more efficiently. Finally, the chapter talks about the communications from a school to the family. Every family wants their child to get the best education that they can. This is why it is important for teachers to respect their students and family members. The same can be said for families to respect the teachers. There are ways that executional learners are able to communicate through both parents and teachers, even the school administration. Such tools are home note programs and traveling notebooks. The home note program allows for behavior issues to be reinforced and taken care of at school. If a parent knows of a constant problem at home, they can warn the teacher and staff. This is also used in reverse of a teacher informing the parent of issues at school and allowing the parent to deal with them. The last option is a traveling notebook. This is a notebook that can go between school and home that allows multiple professionals to communicate home. This also allows those multiple professionals to look and see what else is being done with the student (Hallahan et. al 81). There are many things to think about when working with parents and disabled students. The first is that the student should come first. No matter what ultimately the education of every student disabled or not should be the main priority between teacher and parent. The second things teachers should remember is that this family has known their child all their lives. They will know them better than anyone else. As a teacher they should consult with the parents if persistent problems occur. Finally, the last thing to remember is that things take time. If the student is not grasping concepts be patient. If the parents do not want to listen keep trying. Eventually everything will work its way out but there has to be a strong base at home and in school. To start with, education has to be the key. Without a solid foundation the student will not be able to grow and work to overcome or at least handle their disability. The teacher is responsible for making sure the material is presented in a way that every student can learn. It is up to the parent to make sure that they inforce the education at home. This can include sitting down and doing homework together or helping with homework. A teacher nor parent/family member should never do a student’s work. If they do, they are not allowing them to learn or preform at their very best. Secondly, teachers have to remember that they only see and learn about their students for a year or so. They do not and will not know everything about them or their lives. The parents are really the only ones who will know everything. A teacher should keep good lines of communication with all parties. This helps to make sure everyone is on the same page about the student’s progress. Lastly, be patient. If the student is new to the district, there may be a reason why. The last school may not have provided the necessary accommodations for the student and the parents are not convinced. Being a teacher requires trust from the parents and the students. If as a teacher, they work hard to form a bond with both then there will be great results. This will take time however, and sometimes teachers forget that. No matter what a child will let both teacher and family know what their needs are. As they get older they will be able to present these needs in an easy to recognize way but until then teachers and parents have to be patient.