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家庭of Young Children with Special Needs

具有特殊需求的婴儿和幼儿是我们的社区，计划和家庭的成员，我们有责任为这些儿童及其家人提供高质量，包容性支持。虽然这些家庭经常遇到额外的情况和压力，但他们希望梦想和担心他们的孩子就像其他家庭一样。您可以通过知识，同情他们的感受力，与他们的感情引发，与他们的感情相同，积极影响具有特殊需求的家庭，并与他们的生活中的其他支持专业人员合作。

与特殊需求的儿童家庭合作

与家庭建立有意义的人际关系s is a critical part of your work, and your communication is especially important when working with families with infants and toddlers with special needs. Some infants and toddlers will enter your program with known special needs, and other families will learn that their child has a disability or delay while enrolled in your program. Families with eligible children ages birth to three may receive early intervention services and have an individualized family service plan (IFSP). 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 often need more help supporting their children’s development and may turn to you, or others in your program, for assistance with connecting to services or agencies outside your program. It may be helpful to form relationships with community agencies so you, or trainers and administrators in your program, have up-to-date information on how to make a referral and the types of services offered. Positive interactions with families and other professionals can decrease families’ stress and improve their well-being.

家庭with infants and toddlers with special needs may go through various evaluation processes and may ask you to complete questionnaires or provide input at the request of a doctor, specialist, or teacher. Other professionals rely on this input, especially when they have limited amounts of time with children compared to program staff who often spend many hours each week caring for, educating, and observing children. This information can be used to determine if a child has a specific condition, support the child outcome summary (COS) process, determine eligibility for specific services, and develop goals for an IFSP or individualized education plan (IEP). An IFSP is a written document that states families’ desired outcomes, the steps needed to achieve those outcomes, and recommended services. You, or a trainer or administrator from your program, may be asked to officially participate in a families’ IFSP review, a time when the team of professionals and the family come together to assess progress, create new outcomes, and determine needed services. Working with professionals from outside agencies helps things run smoothly for families and ensures that all of the professionals and caregivers in a child’s life are communicating. This lessens family stress by reducing the need for primary caregivers to act as the in-between messenger of important information.

有效实践

建立与特殊需求的婴儿和幼儿家族关系的忠实关系的第一步是花时间发现他们的孩子的愿望和担忧，并了解他们在家参加的有意义的活动。在您的计划中保持这种通信在您的计划中是必不可少的。提出问题，了解在家中工作的策略，并在提供护理时考虑使用它们。通过您的互动，您可以建立信任，因此您和家庭都感到舒适地分享儿童优势，如果有顾虑（Sandall，Hemereter，Smith，＆Mclean，2005）。在与家庭的疑虑进行沟通之前，与教练，培训师或管理员讨论您的计划可能有助于使用家庭为中心的实践分享此信息。为家庭准备以各种方式做出反应，并知道如果选择采用具体步骤或访问其他机构和资源，可以提供支持。对于已经获得其他专业人士的支持的家庭，与家庭和专业人员的持续沟通至关重要，以维持计划和家庭环境之间的一致性。当孩子生命中的所有护理人员始终使用有效的策略来促进发展和结果时，儿童更有可能受益和学习新技能。

在您与家庭的合作中，承认并尊重他们的优势和独特的背景，同时实现了他们对他们做正确的决定的能力（Hanson＆Lynch，2004）。这意味着当家庭愿望和决定与您推荐的内容不同时，您将对家庭的决定响应尊重。最终，有意义的沟通和关系建设将丰富自己和家庭的过程。

看看以下准则，反映了以家庭为中心的实践。您可能会记得这些课程中的一些。然后，考虑一下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）：

• 将家庭认识到孩子的生命中的常量;护理人员和服务系统可能会出现
• Facilitating collaboration between families and professionals
• 尊重和尊重所有维度的家庭多样性（文化，种族，种族，语言，精神和社会经济）
• Recognizing family strengths and the different approaches that families may use to cope
• 以持续的基础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
• 承认并将孩子和其他家庭成员的发展需求纳入您的练习
• Designing and implementing services that are accessible, culturally and linguistically respectful and responsive, flexible, and based on family-identified needs

看

观看下面的视频，了解与家庭有困难的对话。有关如何沟通困难情况的更多想法，请参阅上面的内容两个部分。