Case 1: Annie, 6 years old
Intervention: Increased Family Involvement
Both parents and educators want children to succeed in their academic, personal and social lives. We often stress on establishing positive home-school partnership and that parents should be involved in children’s learning journey. I strongly believe that strong home-school partnership is even more vital for children with special needs. We may want to respect them as individuals however it is still important for us to acknowledge that they require more support, love and concern from the people around them. Children with special needs often demonstrate challenging behaviours in school or even at home due to certain difficulties they face in conveying their thoughts and expressing their feelings; as in the case of Annie who suffers from facial deformities and has speech difficulties.
A research study conducted by Mahoney and Wiggers (2007) indicated that there are at least three major reasons why parents are mandated to play a more active role in the developmental services their children receive. The first theory states that parents have a relatively important influence on children’s development and that children learn best in a natural setting. The second reason given was the opportunities parents possess in influencing children’s learning and development when compared to an educator’s; and the third reason being, parents having the greatest potential in helping their child to succeed in early intervention programs.
It was mentioned that Annie’s family is trying to cope with her disability. It reflects that the family is currently still in a state of denial and finds it difficult to accept Annie’s disability as there was no history of family members suffering from similar abnormalities. By involving Annie’s family in the planning of intergrated programme with professionals, it also gives parents an opportunity to have a better understanding of Annie’s condition. During the intervention process, parents may discover that Annie though with a disability, she still has her strengths that is worth more of our attention rather than immense focus on her disability only. This might be of significant help in assisting Annie’s parents to come to terms with their child’s condition.
Effectiveness:
According to Link (2008), research has indicated that parent participation leads to a host of positive outcomes for children with special needs. Data collected from the research actually suggest that there are many factors that contribute to a child’s success in school but does not limit to just test scores and other academic related elements. With this, it was concluded that educators and families have a mandate to collaborate and communicate in order for students to benefit the most out of all the support given.
Personal evaluation:
I strongly believe that when there is optimum parental involvement in Annie’s learning journey, it would create a large impact on her growth and development in various aspects. When children see that teachers and their parents are friends, they feel a sense of security and the chances of a decrease in discipline problems-biting would be substantial. At the same time, teachers can encourage parents to go into the classroom and have a talk regarding Annie and why she is special. This is also a part of active parent involvement which acts as both a educational talk with the children and also an opportunity for parents to acknowledge Annie as who she is.
Adjusting to cater to Annie’s needs:
Annie displayed signs of aggressiveness despite being a shy and withdrawn child. This indicates that Annie is experiencing some form of stress such as being teased by other children about her facial deformities. She is probably expressing her emotions and dislike through biting. Parental involvement would come in place by ensuring that the child receives adequate attention from the adults which also provides her with a sense of security. When children feel secured, they feel at ease and are able to perform at their best. When there is full parental involvement, a two-way communication system is established. Through effective communication, teachers would be updated on the child’s behaviour outside school as well as her current dislikes or needs inferring that schools would then be receiving support from parents and vice versa. Parents and teachers can also work closely with other professionals such as the therapist and psychologist to develop a integrated programme aimed to bring out the best in the child.
References:
Link. S. (2008). Family Involvement in Special Education. Retrieved September 8, 2009, from http://ezproxy.wheelock.edu:2239/ehost/detail?vid=2&hid=5&sid=c0619a22-d6ce-4857-beac-3d9aa649486f%40sessionmgr10&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=e0h&AN=31962604#db=e0h&AN=31962604
Mahoney, G. & Wiggers, B. (2007). The role of parents in early intervention: Implications for social work. Children & Schools, 29 (1), 7 - 15. Retrieved September 8, 2009 from EBSCO online database, Academic Search Premier. http://ezproxy.wheelock.edu:2238/login.aspx?direct=true%26db=aph%26AN=24478409%26site=ehost-live
Intervention: Increased Family Involvement
Both parents and educators want children to succeed in their academic, personal and social lives. We often stress on establishing positive home-school partnership and that parents should be involved in children’s learning journey. I strongly believe that strong home-school partnership is even more vital for children with special needs. We may want to respect them as individuals however it is still important for us to acknowledge that they require more support, love and concern from the people around them. Children with special needs often demonstrate challenging behaviours in school or even at home due to certain difficulties they face in conveying their thoughts and expressing their feelings; as in the case of Annie who suffers from facial deformities and has speech difficulties.
A research study conducted by Mahoney and Wiggers (2007) indicated that there are at least three major reasons why parents are mandated to play a more active role in the developmental services their children receive. The first theory states that parents have a relatively important influence on children’s development and that children learn best in a natural setting. The second reason given was the opportunities parents possess in influencing children’s learning and development when compared to an educator’s; and the third reason being, parents having the greatest potential in helping their child to succeed in early intervention programs.
It was mentioned that Annie’s family is trying to cope with her disability. It reflects that the family is currently still in a state of denial and finds it difficult to accept Annie’s disability as there was no history of family members suffering from similar abnormalities. By involving Annie’s family in the planning of intergrated programme with professionals, it also gives parents an opportunity to have a better understanding of Annie’s condition. During the intervention process, parents may discover that Annie though with a disability, she still has her strengths that is worth more of our attention rather than immense focus on her disability only. This might be of significant help in assisting Annie’s parents to come to terms with their child’s condition.
Effectiveness:
According to Link (2008), research has indicated that parent participation leads to a host of positive outcomes for children with special needs. Data collected from the research actually suggest that there are many factors that contribute to a child’s success in school but does not limit to just test scores and other academic related elements. With this, it was concluded that educators and families have a mandate to collaborate and communicate in order for students to benefit the most out of all the support given.
Personal evaluation:
I strongly believe that when there is optimum parental involvement in Annie’s learning journey, it would create a large impact on her growth and development in various aspects. When children see that teachers and their parents are friends, they feel a sense of security and the chances of a decrease in discipline problems-biting would be substantial. At the same time, teachers can encourage parents to go into the classroom and have a talk regarding Annie and why she is special. This is also a part of active parent involvement which acts as both a educational talk with the children and also an opportunity for parents to acknowledge Annie as who she is.
Adjusting to cater to Annie’s needs:
Annie displayed signs of aggressiveness despite being a shy and withdrawn child. This indicates that Annie is experiencing some form of stress such as being teased by other children about her facial deformities. She is probably expressing her emotions and dislike through biting. Parental involvement would come in place by ensuring that the child receives adequate attention from the adults which also provides her with a sense of security. When children feel secured, they feel at ease and are able to perform at their best. When there is full parental involvement, a two-way communication system is established. Through effective communication, teachers would be updated on the child’s behaviour outside school as well as her current dislikes or needs inferring that schools would then be receiving support from parents and vice versa. Parents and teachers can also work closely with other professionals such as the therapist and psychologist to develop a integrated programme aimed to bring out the best in the child.
References:
Link. S. (2008). Family Involvement in Special Education. Retrieved September 8, 2009, from http://ezproxy.wheelock.edu:2239/ehost/detail?vid=2&hid=5&sid=c0619a22-d6ce-4857-beac-3d9aa649486f%40sessionmgr10&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=e0h&AN=31962604#db=e0h&AN=31962604
Mahoney, G. & Wiggers, B. (2007). The role of parents in early intervention: Implications for social work. Children & Schools, 29 (1), 7 - 15. Retrieved September 8, 2009 from EBSCO online database, Academic Search Premier. http://ezproxy.wheelock.edu:2238/login.aspx?direct=true%26db=aph%26AN=24478409%26site=ehost-live
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