这一课程将突出您在为您的家庭护理家庭提供特殊需求的儿童家庭中发挥重要作用的方式。万博体育下载官方网站您将学习与家庭和其他专业人士有效合作的建议,并开始了解具有特殊需求的许多儿童家庭的额外作用和责任。
辅助标签
- Explore your own assumptions about working with families of children with special needs.
- 识别支持家庭中心实践的变量。
- 选择有效的方法来支持具有特殊需求的儿童家庭。
Learn
Know
具有特殊需求的幼儿家庭
Children with special needs are members of our communities, programs, and families, and it is our responsibility to provide high-quality, inclusive support for these children and their families. While these families often experience additional situations and stressors, they have hopes, dreams, and concerns for their children just like other families. You can positively impact families of children with special needs by empowering them with knowledge, empathizing with their feelings, and collaborating with other support professionals in their lives.
Working with Families of Children with Special Needs
与家庭建立有意义的关系是您在提供优质家庭儿童保育方面的工作的关键部分。万博体育下载官方网站有些孩子们将以已知的特殊需求进入您的家庭儿童保育,其他家庭将万博体育下载官方网站得知他们的孩子在您的照顾中有残疾或延迟。符合条件的儿童的家庭诞生三人可能会收到早期干预,并有一个individualized family service plan(IFSP);虽然,三岁及以上的儿童可能会获得特殊教育服务,并有一个individualized education program(IEP). Others may only receive support from a medical center, and some families will be involved with multiple systems of support. Regardless, families can be overwhelmed by what feels like a constant flow of suggestions and appointments to help their children learn and develop. These families may need more help supporting their children and may turn to you for assistance with connecting to services or agencies outside of your family child care. It may be helpful to be familiar with outside agencies so you have up-to-date information on how to make a referral and the types of services offered. Positive interactions with families and other providers can decrease families’ stress and improve their well-being.
When families are working with other providers and agencies, you may be asked to collaborate to create consistency between the support children receive in all the environments they spend time. Working with providers from outside agencies helps things run smoothly for families and ensures that all providers and caregivers in children’s lives are communicating. This lessens family stress by reducing the need for primary caregivers to act as the in-between messenger of important information.
The first step to establish strong relationships with families of children with special needs is to spend time discovering their wishes and concerns for their children and to learn about the meaningful activities they participate in at home. Maintaining this communication throughout the time that a child is in your home is very important. Ask questions to learn about strategies that work at home and consider using them in your family child care home. At the same time, share your thoughts about children’s strengths and if there are concerns. Before initiating conversations with families about concerns, reflect on ways you can communicate using family-centered practice. Be prepared for families to react in a variety of ways and know how to support families if they choose to take specific steps or contact outside agencies for support. Ongoing communication with families and the supportive professionals in their lives creates consistency and helps children develop and meet outcomes more quickly.
In your collaboration with families acknowledge and respect their strengths and unique background, while accepting their ability to make decisions that are right for them. This means that when family wishes and decisions are different from what you would recommend, you will respond to the family’s decisions with respect. Ultimately, meaningful communication and relationship-building will enrich the process for both you and families.
看看以下准则,反映了以家庭为中心的实践。你可能会记得其中一些来自课程。然后,考虑其中哪一个可以在您的工作中使用有特殊需求的儿童家庭(Turnbull,Turbiville,&Turnbull,2000):
- Recognize the family as a constant in the child’s life; caregivers and service systems may come and go.
- 促进家庭和专业人士之间的合作。
- 荣誉和尊重各个方面的家庭多样性(文化,种族,种族,语言,精神和社会经济)。
- 认识家庭优势和家庭可能用于应对的不同方法。
- 在持续的基础上与家庭成员分享无偏见和诚实的信息。
- 鼓励家庭到家庭的支持和网络。
- Acknowledge and incorporate the developmental needs of the child and other family members into your practice.
- Design and implement services that are accessible, culturally and linguistically respectful and responsive, flexible, and based on family-identified needs.
See
观看这段视频,听到家庭幼儿专业人士分享他们与各种特万博体育下载官方网站殊需求的儿童家庭合作的经历。
做
There are many ways you can demonstrate respect and consideration for families of children with special needs in your family child care. Consider the following:
- 承认家庭最好地了解他们的孩子,并询问他们有关可以帮助您更多地了解他们孩子的服务或资源的问题。
- Establish ongoing communication between home and your family child care program. Communication journals are a great way to maintain communication. These are usually sent home with the child and returned the next day. Providers can share noteworthy observations or events, and families can respond to those or share their own news or reflections. While communication journals can be used with families of all children in your family child care home, they can be an especially valuable tool in establishing consistency between home and learning environments for children with special needs.
- 将儿童的书籍纳入家庭图书馆,反映了对多种能力和差异的考虑。
- Invite families to talk about their children with special needs. For example, a family member may come into your home and talk about their child’s use of adaptive equipment (e.g., braces, wheelchair, a communication device). The family member may explain the use of equipment, which can help children and other families understand aspects of their life. This also promotes acceptance of differences and creates an inclusive environment.
- Be a team player! Work collaboratively with families and other professionals who may be involved in the delivery of services to children with special needs.
If disagreements or miscommunication arise, consider the following:
- Remind yourself that your role is to support families’ hopes and dreams for their child.
- 要有耐心。与特殊需求的儿童交易可能有时挑战,家人需要时间以自己的步伐导航这一体验。
- Avoid making judgments about families and their children (e.g., “They just don’t want to see what’s wrong; they think their child is perfect.”).
- 考虑困难时期作为建立自己和家庭之间的信任的机会。
- Question your assumptions about working with families of children with special needs and urge other professionals you know to do the same.
- 与您在与家庭合作的任何方面有疑问,与您的教练,教练或家庭育儿管理员谈万博体育下载官方网站话。
Explore
Complete the following activities on检查假设关于有DIS /能力的儿童家庭和Using Family-Specific Language。写下你们中的一些反思,并与教练,培训师或家庭育儿管理员分享您的想法。万博体育下载官方网站
Apply
您可能希望与家庭共享这些资源。查看列出的网站Useful Resources for Families and Professionals了解有关支持有关您在护理中的儿童家庭的家庭。考虑如何信息有DIS /能力儿童家庭的情感体验将影响您查看家庭的方式,并回应他们的决定和行为。
词汇表
学期 | Description |
---|---|
EARLY INTERVENTION / IDEA PART C | 各国实施联邦方案为具有符合条件的儿童年龄的家庭提供服务,随着发展的延误和残疾人患者诞生三年 |
exceptionalities | 任何住宿的学生都需要在标准课堂教学和设计之外。这是一个毯子术语,可以包括具有行为问题的学生,加速学习轨道的学生以及具有物理数据的学生狗万app怎么下载 |
INDIVIDUALIZED EDUCATION PROGRAM (IEP) | Written education program for special education (IDEA Part B) that lists educational goals, services, and accommodations for eligible children ages three to twenty-one |
SPECIAL EDUCATION / IDEA Part B | Federal program implemented by local education agencies to provide services and accommodations to eligible students with educational disabilities ages three to twenty-one |
个性化家庭服务计划(IFSP) | Written plan for providing early intervention (IDEA Part C) services for eligible families with children ages birth to three |
Demonstrate
Barrera, I., & Corso, R. M. (2003). Skilled Dialogue: Strategies for responding to cultural diversity in early childhood. Baltimore, MD: Paul H. Brookes Publishing.
父母信息中心和资源。(无日期)。支持ing the Parent Centers Who Serve Families of Children with Disabilities. Retrieved fromhttps://parentcenterhub.org/
Hanson, M. J., & Lynch, E. W. (2004). Understanding Families: Approaches to diversity, disability, and risk. Baltimore, MD: Paul H. Brookes.
Harry, B., Kalyanpur, M., & Day, M. (1999). Building Cultural Reciprocity With Families: Case studies in special education. Baltimore, MD: Paul H. Brookes Publishing.
Harry,N.,Rueda,R.,&Kalyanpur,M.(1999)。社会文化视角下的文化互惠:适应家庭合作的规范化原则。特殊的孩子,66(1), 123-136.
Howard, V. F., Williams, B. F., Port, P. D., & Lepper, C. (1997).非常需要特殊需求的小孩:21世纪的形成方法。Upper Saddle River, NJ: Merrill.
约翰逊,B. H.(1990)。家庭在医疗保健中的作用不断变化。儿童保健,19(4),234-241。
Kalyanpur, M., & Harry, B. (1999). Culture in Special Education: Building reciprocal family-professional relationships. Baltimore, MD: Paul H. Brookes Publishing.
Lynch, E. W., & Hanson, M. J. (2004).开发跨文化能力:与幼儿和家人合作的指南(第3 ED)。巴尔的摩,MD:Paul H. Brookes。
国家幼儿教育协会(2011)。Naeyc Posity声明:道德行为准则和承诺陈述。从...获得http://www.naeyc.org/positionstatements/ethical_conduct
National Association for the Education of Young Children. Engaging Diverse Families. Originally retrieved from http://www.naeyc.org/families/PT. Retrieved December 2017 fromhttps://www.naeyc.org/principles-effective-family-engagement。
Peck,A.,&Scarpatti,S。(2002)。世界各地的特殊教育。教学特殊的孩子34(5).
Poston, D., Turnbull, A., Park, J., Mannan, H., Marquis, J., & Wang, M. (2003). Family Quality of Life: A qualitative inquiry.Mental Retardation,41(5), 313-328.
Salend, S. J., & Garrick-Duhaney, L. M. (2002). What Do Families Have to Say About Inclusion? How to pay attention and get results.教学特殊的孩子,35(1),62-66。
Sandall,S.,Hemmeter,M.L.,Smith,B.J.,&Mclean,M. E.(2005)。DEC Recommended Practices: A comprehensive guide.Longmont, CO: Sopris West.
Turnbull, A. P., Turbiville, V., & Turnbull, H. R. (2000). Evolution of Family-Professional Partnerships: Collective empowerment as the model for the early twenty-first century. In J. P. Shonkoff & S. J. Meisels (Eds.),Handbook of Early Childhood Intervention(第630-650页)。剑桥,英国:剑桥大学出版社。
Turnbull,A.,Turnbull,R.,Erwin,E.J.,&Soodak,L. C.(2006)。家庭,专业人士和异常性:通过伙伴关系和信任的积极成果(第五次)。上鞍河,新泽西:皮尔逊教育公司