Chapter 3 Powerpoint
- 1. Chapter 3 Families’ Perspectives and Involvement in Transition
- 2. Families and Change Changes or transition periods that can bring joy, sadness and/or stress. Birth School Adolescence Grade to Grade High School Graduation … and beyond!
- 3. Family as a System Family configuration and characteristics depends on… Culture, education level, socioeconomic status, neighborhood… Interactions Subsystems depends on relationships within the family… Parent-parent, parent-child, sibling-sibling, extended family interactions…
- 4. Family as a System Functions Subsystems are activities that must be done on behalf of the family… Making money, home maintenance, child care or emotional nurturing… Life Cycle Transitions can effect all other subsystems Birth of child, loss of a job, change in relationships and interactions…
- 5. Research Regarding Families in Transition Three main aspects of transition: Bureaucratic Transition Family Life Transition Child’s Status to Adult Parents lacked knowledge about transition planning options. * It only makes sense that if the parents are prepared for what a transition process entails that they will be more positive in the visions that they have for their child.
- 6. Transition Challenges Challenges faced: Lack of thought given to child’s future Assumption that school system would continue providing support Fear of the future Lack of Knowledge of Adult Services Conflicting aspirations of the parents and child Assumption that professionals know best and should lead planning process.
- 7. Transition Challenges -Lack of information about what he transition process entails. Expectations that are not challenging enough for the student Expectations that may not be attainable Lack of time and energy to devote to planning. A focus on daily concerns and not on long term future
- 8. Cultural Differences and Families Refers to group identification due to race, ethnicity, religion, geographic location, income status, gender, sexual orientation, disability status and/or occupation. All of these things can influence how planning takes place for a child with a disability.
- 9. Cultural Behavior Differences Behaviors that may be different in differing cultures include: Eye contact Physical proximity Verbal and non-verbal interaction styles Comfort with reading written materials Valuing of postsecondary education Comfort with education professionals’ language, dress, etc.
- 10. Cultural Behavior Differences Perception of people in authority Perception of the role family members play in the planning process Perception of what constitutes success Perception of what contributes to success in one’s community. *It is key that educators attempt to understand each families’ perception of the transition process and its impact on the family unit.
- 11. Challenges to Family in Transition Planning Multiple challenges are faced when working toward the transition process. Challenges for families may include: Schedule Changes Changes in Focus of Program Who to Trust? Where is Celebration? What is best for our child and us? *Educators must remember that these will be the thoughts flowing through the families minds and be sensitive to this.
- 12. Involving Families in Transition Planning Build Trust *#1 most important piece! Heighten Awareness Ask Guided Questions *Thoughtful and guided questions can help to easier direct thoughts during meetings. Provide Information
- 13. Involving Families continued... Provide Support and Reassurance *This is as easy as lending an ear to giving the families resources to make daily living easier. Help Identify Family Resources Connect to Sources of Support *Teacher can meet with parents to go over resources and supports for their child.
- 14. Sources Steer, Daniel, E., Rose, Ernest, Cavaiuolo, Domenico, (2007). Growing Up: Transition to Adult Life for Students with Disabilities. Chapter pp. 57 - 75
- 15. THE END