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Families of Young Children with Special Needs

万博体育全站app学龄前儿童有特殊需要的是我们的成员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 with a preschooler with special needs by empowering them with knowledge, empathizing with their feelings, and collaborating with other support professionals in their lives.

与特殊需求的儿童家庭合作

与家庭建立有意义的关系是您工作的关键部分，您的沟通在与具有特殊需求的家庭合作时，您的沟通尤为重要。万博体育全站app一些学龄前万博体育全站app儿童将以已知的特殊需求输入您的计划，其他家庭将得知他们的孩子有残疾或者在您的计划中注册的延迟。符合条件的学龄前儿童的家庭可能会收到特殊教育服万博体育全站app务，并拥有个性化教育计划（IEP）。其他人可能只会获得医疗中心的支持，有些家庭将参与多个支持系统。无论如何，家庭可能不堪重负，这是一种持续的建议和约会，以帮助他们的孩子学习和发展。这些家庭可能需要更多帮助支持他们的孩子，并可以转向您或计划中的其他人，以便协助连接到您的计划之外的服务或机构。形成与外部机构的关系可能有所帮助，因此您的计划中的培训师和管理员有关如何进行推荐和提供的服务类型的最新信息。与家庭和其他专业人士的积极互动可以减少家庭的压力，提高他们的福祉。

Families with preschoolers 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 outcomes summary (COS) process, determine eligibility for specific services, and develop goals for an individualized education program (IEP). You, or a trainer or administrator from your program, may be asked to participate in an IEP review, a time when the team of professionals and families come together to assess progress, create new outcomes, and determine needed services. Preschool children with IEPs may attend your program and their local education agency (LEA). Services on an IEP may only be provided at the LEA, or interventionists and related services personnel may “push in” and provide services within your program. Regardless of how special education services are delivered, 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

建立良好的人际关系的第一步ith 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 a child’s time in your program is essential. Ask questions to learn about strategies that work at home and consider using them in your classroom. Through your interactions you can build trust so both you and families feel comfortable sharing children’s strengths and if there are concerns (Sandall, Hemmeter, Smith, & MCLean, 2005). Before communicating concerns with families, it may be helpful to discuss with a coach, trainer, or administrator your plan to share this information using family-centered practice. Be prepared for families to react in a variety of ways, and know how you can offer support if they choose to take specific steps or access other agencies and resources. For families already receiving support from other professionals, ongoing communication with both families and professionals is critical to maintain consistency between program and home environments. When all the caregivers and professionals in a child’s life are consistently using effective strategies to promote development and outcomes, children are more likely to benefit and learn new skills.

In your collaboration with families, acknowledge and respect their strengths and unique background, while realizing their ability to make decisions that are right for them (Hanson & Lynch, 2004). 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 yourself and families.

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
• 促进家庭和专业人士之间的合作
• 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）
• 认识家庭优势和家庭可能用于应对的不同方法
• 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

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与特殊需求的儿童家庭合作

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您可以在很多方面展示课堂上具有特殊需求的儿童家庭的尊重和考虑。考虑以下：

• 承认家庭最好地了解他们的孩子，并询问他们有关对您有用的服务或资源的疑问。
• 建立家庭和学校之间的持续沟通。通信期刊是维持沟通的好方法。这些通常与孩子一起送回家并返回第二天。教师可以共享值得注意的观察或活动，家庭可以响应这些或分享自己的新闻或反思。虽然通信期刊可以与教室中所有儿童的家庭一起使用，但它们可以是建立具有特殊需求的儿童的家庭和学校环境一致的尤其有价值的工具。
• 将儿童的书籍纳入课堂图书馆，反映了对多种能力和差异的考虑。
• 邀请家庭谈论他们的孩子有特殊需求。例如，家庭成员可能会进入您的课堂，并谈论他们的孩子使用自适应设备（例如，牙套，轮椅或通信设备）。家庭成员可以解释使用设备，这可以帮助儿童和其他家庭了解他们生活的方面。这也促进了接受差异。
• 成为一名团队球员！与家庭和其他可能参与具有特殊需求的儿童提供服务的家庭和其他专业人员合作。

如果出现分歧或误解，请考虑以下内容：

• 提醒自己，您的角色是支持家庭的希望和梦想。
• Be patient. Dealing with a child with special needs may be challenging at times, and family members need time to navigate this experience at their own pace.
• Avoid making judgments for families and their children.
• 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.
• Talk with your trainer, supervisor, or coach when in doubt about any aspect of your work with families.

家庭成员分享观点