Holistic Approach

Document Sample
Holistic Approach Powered By Docstoc
					         Holistic Approach
 What do we need to know about our
 students that could be important to
 delivery of educational services?




                                       1
  Chapter 2: Family Life Cycle
 Stage  1: Newly married couple
 Stage 2: Families with young
  children (0-5)
 Stage 3: Families of Elementary
  Aged Children
 Stage 4: Families with Adolescents

 Stage 5: Families Launching Children

 Stage 6: Families in Later Life

                                     2
 What is the legal basis for family
involvement in special education?
 IDEA requires that families be given
 every opportunity to participate in
 each step of their child’s school
 program. In addition, it is just good
 common sense that families be
 involved.




                                         3
    How does the birth of an
exceptional child affect the family?
 The birth of a child with a disability may
  violate a family’s expectations.
 Parents may experience shock, followed
  by grief, on learning their child has a
  disability.
 Anger is another common emotion parents
  grapple with.
 Most parents reach a point of adjustment
  and acceptance.
 Shock, anger, grief, anger, and
  acceptance may recur throughout child
  rearing.                                   4
What are some of the ways in which exceptional children
  contribute to the strength and richness of a family?

 Being   a source of joy
 Providing a means of learning life’s
  lessons
 Giving and receiving love

 Supplying a sense of blessing or
  fulfillment
 Contributing a sense of pride

 Strengthening the family
      (Turnbull   & Turnbull, 1990, p. 151)
                                                          5
  Family
 Systems
Conceptu
    al
Framewor
    k

           6
      Family Characteristics
 Characteristics of Exceptionality
 Characteristics of the Family

 Personal Characteristics

 Special Challenges




                                      7
Family Functions




                   8
 How can the family members and professionals
      learn to work together as partners?

Evaluate your communication skills.
Be flexible in your expectations and
 requirements for families.
Build on strengths rather than focusing
 on negatives.




                                                9
            Deliberate steps
 Parents   have the right
  – to be informed and to consent
  – to participate in placement and program
    decision
  – to due process
  – and to not participate




                                          10
 Fundamentals of Collaboration
 Characteristics
  – Voluntary
  – Requires Parity
  – Based on Mutual Goals
  – Depends on Shared Responsibility for
    participation and decision making
  – Sharing of Resources
  – Share Accountability for Outcomes

                                           11
    Emergent Characteristics
 Individuals who collaborate vale this
  interpersonal style
 Professionals who collaborate trust
  one another
 A sense of community evolves from
  collaboration



                                          12
             Societal trends
 Directly related to collaboration is a
  feeling of ownership and
  commitment which evolves through a
  collaborative activity.
 Person- to – person interactions are
  growing (even with the technology
  explosion)
 We are turning to collaboration and
  reliance on others to accomplish our
  goals.                               13
       School Collaboration
 There is a trend where school staff
  members are meeting and jointly planning
  staff development activities that are
  relevant to their particular school.
 Concept of teaming.

 Student learning approaches emphasize
  collaboration.
 Principals are forming school leadership
  teams which share responsibility for
  decisions.
                                         14
Special Education Collaboration
 Program   philosophies: LRE,
  mainstreaming, integration, inclusion
 Service delivery options:
  Intervention assistance teams, co-
  teaching and consultation
 Specialized instruction: Peer
  tutoring, adaptive instruction,
  modified curriculum

                                      15
         School structure
 Not  necessarily conducive to
  collaboration.
 Classrooms are often private
  domains.
 Student teaching practicum

 Problem solving steps

 Collaborative model is expensive



                                     16
             PIGS        FACE
    Johnson & Johnson Collaborative Teaming
                   Process
 Positive              Assigned Roles
  interdependence          – Facilitator
 Individual               – Recorder
  accountability           – Timekeeper
 Group Processing         – Observer
                           – Encourage
 Social Skills
                           – Jargon-buster
 FACE to face
  interactions


                                              17
How does the family participate in the exceptional
   child’s development at every stage of life?

Early intervention : Individualized Family
  Service Plan (IFSP). Developed
  collaboratively between family and the
  family service team.
Minnesota has the IIIP
Under IDEA, parents are encouraged to be
  active members of their child’s decision
  making team IEP through IEP/ITP
Often as continuing care givers throughout
  adulthood.

                                                 18
 Complexities of Collaboration
 Marilyn   Friend, 2000




                                 19
              Teaming
Team approaches have been integral in
special education and related services.

“An education team is a set of
interdependent individuals with unique
skills and perspectives who interact
directly to achieve their mutual goal of
providing students with effective
educational programs and services.”
                   (Friend & Cook, 2000)


                                           20
    Characteristics of Teams
 Awareness  of team membership
 Regulation of Interactions by Shared
  Norms
 Independence of Team Members

 Team Members; Unique Skills and
  Perceptions
 Shared Goal of Effective Service
  Delivery
                                     21
     Developmental Stages
 Forming

 Storming

 Norming

 Performing

 Adjourning




                            22
            Forming

 members    examine their task,
 learn more about each other,
 and clarify their reason for
 existing as a team. Members
 tend to want clear instructions
 from others and they are polite
 in their efforts to learn about
 each other and their purpose.

                                   23
            Storming
 members  resolve issues of power,
 leadership, procedures, and goals.
 Demonstrates that a group can
 become a team – members are more
 comfortable with each other &
 communicate freely.




                                  24
             Norming
 teams  establish role relationships
 and define leadership roles and
 procedures for accomplishing their
 work. Members begin to build trust
 and they redefine and establish role
 relationships and procedures, Handle
 conflicts, and establish patterns of
 functioning.

                                    25
            Performing
 members align themselves and work
 toward achieving the team’s goal. A
 teams development levels off and it
 can devote its primary efforts to
 accomplishing its goals.




                                   26
            Adjourning

 havingcompleted its task, the team
 disbands




                                       27
         Benefits of Teams
 Efficientand potential for high
  quality outcomes.
 Different disciplinary perspectives
 Implementation of a coordinated and
  coherent program is more efficient
  when everyone is in communication
  with each other.
 Trust



                                    28
     Team models (disciplinary)
              Multi       Inter         Trans

Information   Exchanged   Shared        Shared
                                        (ongoing)
Service       Discrete    Coordinated   Holistic
goals         services    services      services

Roles/tasks   Independent Comple-       Blended/
(goals)                   mentary       Integrated

                                                   29
    Student Centered Teams
 SpecialEducation Teams
 Student- Centered Problem-Solving
  Teams
  – Teacher Assistance Teams
  – Intervention Assistance Teams
  – Pre-referral Intervention Teams
  – Service Delivery Teams: co-teaching,
    teaching teams in middle school, &
    grade level teams.
                                           30
31
     Effectiveness of Teams
 Teams’ goals are clear
 Members’ needs are met

 Members have individual
  accountability
 Group process maintain the team

 Team members have leadership
  skills


                                    32
33
  Family Interaction Patterns
..”behavior is not solely dependent
 upon what is going on in that
 person’s head. Rather, the behavior
 is maintained by a complex set of
 interactions that occur with
 regularity and can be predicted by
 observing the family system over
 time (Nichols & Schwartz, 1995)”

                                       34
            Boundaries
Cite some examples of families or
  systems in which you (based on the
  reading of Ch. 3) have determined
  their place on the boundary
  definition continuum.

 disengaged  clear  enmeshed
                        (p. 47)

                                       35
        Family Structures
 Spousal  subsystem
 Parental subsystem

 Sibling subsystem

 Extrafamilial subsystem




                            36
    Functions of subsystems
          Spousal Parental Sibling Extra
                                   familial

Tasks/
support




                                          37
  Assignments for next week.
 Meet in Library Rotunda
 Be prepared to ask some
  questions….




                               38
 Major Family Systems Models
         (appendix A)

Satir   Communication Process Model
Bowen’s     Multigenerational Theory
Structural   Family Therapy
Strategic   Family Therapy




                                        39
       Family Systems Models
    Conceptual Framework Activity
    4 groups- divide up the class
   Compare (similarities and
    differences) of the 4 conceptual
    frameworks’ models discussed in
    Appendix A of your text.
   Each group will decide how to tackle
    this comparison activity and present
    the accomplished goal.
   Your group will come to a consensus
    on which family system model most
    appropriately assists professionals
    in understanding professionals and
    why.
                                       40
41

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:13
posted:12/15/2011
language:English
pages:41