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2: Working with Families
Study Questions
- In terms of family–professional interactions, how do early intervention services differ from special education services?
- What are the three primary occasions on which teachers of school-age children with disabilities meet with families?
- Why is the traditional structure of formal school meetings, such as the annual IEP, often uninviting or deterring to family involvement?
- What should teachers consider when beginning to evaluate family participation in school meetings?
- What are some tips for planning family-friendly meetings?
- What are some challenges to developing a positive home–school relationship?
- What is skilled dialogue? What are its two main components?
- How can teachers get to know families whose cultural, linguistic, or socioeconomic backgrounds differ from their own?
- How can teachers develop personalized conversations with families and overcome conflicts?
- What is involved in “active” listening?
- What are tips for working effectively with interpreters before, during, and after family meetings?
- What are some ideas for encouraging family involvement using print materials, meetings, and personal contact?
- What characteristics shape each family system?
- How can teachers help parents dealing with sadness or anger?
- How can teachers help prepare families for changes in their children’s program?
- How can medical and educational professionals support families in making decisions about treatment options, including controversial therapies?
- What should teachers keep in mind when gathering information that is relevant for working with individual families?
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