Economics Chapter 6 Overprotectiveness The Mothers Longterm Vision For Her Child With Disability Dramatically Influences

Instructor’s Manual 6-1

6

EXCEPTIONALITIES AND FAMILIES

INSTRUCTOR’S OVERVIEW

Chapter 6, “Exceptionalities and Families,” begins with a personal reflection in which Ellen

shares her initial reactions to the birth of Teela. She talks about her other children, and tells us

how her family works together to meet the needs of every member of the family.

This chapter focuses on various types of families who live with children with disabilities. The

nature of families may vary, but one common factor is the presence of a child with a disability.

Every child deserves the attention and support of school personnel and other professionals—

regardless of the type of family unit to which he or she belongs. The people who serve as

primary caregivers or legal guardians of these children should be invited to participate fully in all

programs and support services.

Mothers and fathers of children with disabilities may be affected in diverse ways. The range and

CHAPTER-AT-A-GLANCE

DETAILED

OUTLINE

TRADITIONAL

LEARNING

ONLINE

LEARNING

CEC

STANDARDS

6-1 A CHANGING ERA IN

THE LIVES OF PEOPLE

WITH DISABILITIES

p. 123–124

Learning

Objectives:

6-1

Snapshot:

Teela

PowerPoint Slides:

Ch. 6

MindTap for Human

Exceptionality

• Chapter 6 Quiz: Did You Get It?

• Chapter 6 Quiz: Wrapping It Up

Instructor’s Manual 6-2

DETAILED

OUTLINE

TRADITIONAL

LEARNING

ONLINE

LEARNING

CEC

STANDARDS

6-2 FAMILY SYSTEMS

APPROACH

p. 124–126

6-2a Positive Impacts of

Children with Disabilities on

Their Families / 6–2b Family

Challenges Related to

Raising Children with

Disabilities

Learning

Objectives:

6-2

PowerPoint Slides:

Ch. 6

Test Bank:

Ch. 6

MindTap for Human

Exceptionality

• Chapter 6 Quiz: Did You Get It?

• Chapter 6 Quiz: Wrapping It Up

6-3 PARENTAL

REACTIONS

p. 126–130

6-3a Determining a Diagnosis

/ 6–3b Experiencing Shock

/ 6–3c Coming to a Realization

/ 6–3d Moving away from

Retreat / 6–3e Coming to

Acknowledgment

Learning

Objectives:

6-3

Learning Through

Social Media:

Shasta Kearns Moore

Snapshot:

Autism in the Family

PowerPoint Slides:

Ch. 6

Test Bank:

Ch. 6

MindTap for Human

Exceptionality

• Chapter 6 Quiz: Did You Get It?

• Chapter 6 Quiz: Wrapping It Up

4 Assessment

6-4 FAMILY

RELATIONSHIPS

p. 131–138

6-4a Spousal or Partner

Relationships / 6–4b Mother–

Child Relationships / 6–4c

Father–Child Relationships /

6-4d Sibling Relationships /

6-4e Extended Family

Relationships

Learning

Objectives:

6-4

Reflect on This:

Friday’s Kids Respite

Case Study on

Embracing

Diversity:

Halgan

PowerPoint Slides:

Ch. 6

Test Bank:

Ch. 6

MindTap for Human

Exceptionality

• Chapter 6 Video Case: Students

with Special Needs: The

Importance of Home–School

Partnerships

• Chapter 6 Quiz: Did You Get It?

• Chapter 6 Scenario (6 options)

o Pre–K Gwen A

o Pre–K Gwen B

o Pre–K Gwen C

o Grades 4–6 Gela A

o Grades 4–6 Gela B

o Grades 4–6 Gela C

• Chapter 6 Quiz: Wrapping It Up

1 Learner

Development

and Individual

Learning

Differences

6 Professional

Learning and

Ethical Practice

7 Collaboration

Instructor’s Manual 6-3

DETAILED

OUTLINE

TRADITIONAL

LEARNING

ONLINE

LEARNING

CEC

STANDARDS

6-5 PROVIDING

NURTURING AND

COMPETENT FAMILY

SUPPORT p. 138–145

6-5a Family–Centered

Support, Services, and

Programs / 6–5b Early

Childhood Years / 6–5c

Elementary School Years / 6–

5d Secondary School Years /

6-5e Transition to the Adult

Years / 6-5f Parents,

Families, and Partnerships /

6-5g Strengthening Family

Supports / 6-5h Positive

Behavior Support / 6-5i

Elements of Successful

Partnerships / 6–5j Training

for Families / 6–5k Training

for Siblings, Grandparents,

and Extended Family

Members / 6–5l Training for

Professionals / 6–5m Cultures

and Disability Perspectives

for Professionals

Learning

Objectives:

6-5

PowerPoint Slides:

Ch. 6

Test Bank:

Ch. 6

MindTap for Human

Exceptionality

• Chapter 6 Video Case: Students

with Special Needs: The

Importance of Home–School

Partnerships

• Chapter 6 Quiz: Did You Get It?

• Chapter 6 Scenario (6 options)

o Pre-K Gwen A

o Pre–K Gwen B

o Pre–K Gwen C

o Grades 4–6 Gela A

o Grades 4–6 Gela B

o Grades 4–6 Gela C

• Chapter 6 Quiz: Wrapping It Up

• Chapter 6 Professional Resource

Downloads

o Figure 6.3 Mice Get

Something Nice When They

Follow Directions Quickly:

Behavioral Incentive

Contract

o Blank Behavioral Incentive

Contract

1 Learner

Environments

6 Professional

Learning and

Ethical Practice

7 Collaboration

LOOKING TOWARD A

BRIGHT FUTURE

p. 145–146

PowerPoint Slides:

Ch. 6

Test Bank:

Ch. 6

LEARNING OBJECTIVES

After studying this chapter, your students should be able to respond to the following:

6-2 Describe the family systems approach and how it applies to families with members with

disabilities, and describe the strengths and challenges of families raising children with

6-4 Describe factors that influence the relationship between children with disabilities and

their mothers, fathers, siblings, grandparents, and other extended family members.

interacting with families with children with disabilities.

Instructor’s Manual 6-4

CHAPTER/LECTURE OUTLINE

6-1 A CHANGING ERA IN THE LIVES OF PEOPLE WITH DISABILITIES

o Times have changed for families raising children with disabilities. Along with

families becoming more empowered over the years, education professionals have

6-2 FAMILY SYSTEMS APPROACH

o The family systems approach recognizes the bidirectional influence of each

o 6-2a Positive Impacts of Children with Disabilities on Their Families

• The presence of a child with a disability in the family creates conditions for

growth in siblings and parents. This growth may be evidenced in improved

o 6-2b Family Challenges Related to Raising Children with Disabilities

• These challenges may include financial pressures, strained relationships with

6-3 PARENTAL REACTIONS

o 6-3a Determining a Diagnosis

• Some conditions are often apparent at or before birth, whereas others are not

o 6-3b Experiencing Shock

• The initial response to the birth of an infant with a disability is generally

o 6-3c Coming to a Realization

• When parents come to realize that their child has a disability, they may engage

o 6-3d Moving Away from Retreat

• During the defensive retreat stage, parents may attempt to avoid dealing with

o 6-3e Coming to Acknowledgment

• Acknowledgment is the stage in which parents mobilize their strengths and

skills to confront the conditions created by having a child with a disability. At

6-4 FAMILY RELATIONSHIPS

o The birth of a child with a disability and its continued presence strongly influence

o 6-4a Spousal or Partner Relationships

• Research related to spousal or partner relationships is often contradictory.

There are significant benefits for children with disabilities who are reared in

families with high parent self-efficacy.

Instructor’s Manual 6-5

o 6-4b Mother–Child Relationships

• Mothers play significant roles in the lives of their children, especially children

with disabilities.

• Dyadic and Bidirectional Relationships: Dyadic relationships are

o 6-4c Father–Child Relationships

• Research about fathers of children with disabilities is growing in scope and

depth.

• Responses of Fathers: Some research suggests that the involvement of fathers

o 6-4d Sibling Relationships

• Sibling relationships are often the longest lasting relationships individuals

with disabilities have. Siblings are present at birth, through childhood, and

frequently throughout adulthood, long after their parents have passed away.

• Common Questions of Siblings: Responses of siblings to a sister or brother

o 6-4e Extended Family Relationships

• The term extended family is frequently used to describe a household in which

an immediate (nuclear) family lives with/along with relatives.

Instructor’s Manual 6-6

6-5 PROVIDING NURTURING AND COMPETENT FAMILY SUPPORT

o The relationships between parents and children with disabilities are a function of

many factors. Some of the most crucial factors include the child’s age and gender;

o 6-5a Family-Centered Support, Services, and Programs

• Family-centered support, services, and programs encourage families to take

o 6-5b Early Childhood Years

• Family support during the early childhood years focuses on delivering

o 6-5c Elementary School Years

• During the elementary school years, parents become increasingly concerned

o 6-5d Secondary School Years

• The secondary school years frequently pose significant challenges for

o 6-5e Transition to the Adult Years

• The transition from high school to community and adult life can be achieved

o 6-5f Parents, Families, and Partnerships

• Available research and other new developments have led many observers to

o 6-5g Strengthening Family Supports

• Family members provide one another with the most lasting, and often the

o 6-5h Positive Behavior Support

• This approach focuses on changing disruptive behaviors and supporting

o 6-5i Elements of Successful Partnerships

• Effective professional partners and care providers strive to establish trust and

respect, empower families, create supportive environments, demonstrate

Instructor’s Manual 6-7

Instructor’s Manual 6-8

Instructor’s Manual 6-9

ACTIVITY 4

INTRODUCTION: A physician is typically the first resource for parents concerning their child with

a disability. The type of information provided to parents about their child’s prognosis will be

ACTIVITY 5

INTRODUCTION: Parents and professionals may communicate only when a problem arises or

during an annual case review. Neither situation may be conducive to establishing positive

relationships.

ACTIVITY: Discuss strategies professionals can use to support and assist parents. For example:

• Educators should inform parents of students’ successes, not just failures.

• Educators can be valuable sources of information about community advocacy and

support groups for parents.

• Ongoing meetings should be arranged with parents to examine IEP goals and discuss

programming.

• Educators should use understandable language during meetings with parents and when

ACTIVITY 6

INTRODUCTION: Numerous parent organizations (e.g., Autism Society of America, National

Down Syndrome Congress, and the ARC—For people with intellectual and developmental

disabilities) provide support and assistance to parents of children with disabilities.

ACTIVITY 7

INTRODUCTION: Teachers have been prepared primarily to work with children, not with parents

and families. However, their job often puts teachers in the role of supplying parents with

information and advice about their child who is exceptional.

ACTIVITY: Discuss the following with class members:

Instructor’s Manual 6–10

VIDEO ACTIVITIES

ACTIVITY 1

VIDEO: Sharing Data to Create Stronger Parent Partnerships

VIDEO URL: http://www.edutopia.org/parent-leadership-education-resources

ACTIVITY 2

VIDEO: Love, No Matter What

VIDEO URL: https://www.ted.com/talks/andrew_solomon_love_no_matter_what

ACTIVITY: Watch the TED talk with Andrew Solomon titled Love, No Matter Water. Afterward,

have students reflect on what it is like to raise a child who is different from what society expects.

How can families support children?

ACTIVITY 3

VIDEO: Supporting Behavioral Needs: A Multi-Tiered Approach

VIDEO URL: http://www.edutopia.org/practice/supporting-behavioral-needs-multi-tiered-approach

DEBATE FORUM

SELF-DETERMINATION: YOURS OR THEIRS?

Increasingly, educators and other professionals are serving children and families from very

different cultures and life experiences. These children and their families come with specific

POINT

Teachers and other influencers, but especially teachers, play central roles in “enculturating” their

students, preparing them for full participation in the mainstream culture. One of the aspects of

this enculturation process is engendering self-determination—the capacity to engage in self-

Instructor’s Manual 6–11

caused action, to act volitionally, using one’s own will. Research suggests that skills associated

with self-determination are strongly related to goal attainment, transition planning, and overall

autonomy. All youth, even youth with disabilities, need to become skilled in self-determination

behaviors, particularly the kind of self-determination that is valued and supported in the

mainstream American culture.

COUNTERPOINT

Teachers and other professionals need to be immensely sensitive to the views of parents

regarding the forms of self-determination that are being promoted in their children through

school-based interventions and curricula. Some forms of self-determination run counter to

strongly held values by parents. Self-determination behaviors vary widely across cultural

TAKE A STAND

1. Should teachers determine the types of self-determination behaviors that are taught and

promoted in their classroom? Explain your answer.

CASE STUDY FEEDBACK

Halgan

1. What do you do immediately to communicate more effectively with Halgan?

A translator should be sought to ensure effective and accurate communication. Efforts

2. How do you gain her trust?

It is important to gain trust as this trust and respect will give rise to better outcomes for

Halgan’s family and her children with disabilities. A home-based visit could be a

beginning step. Understand the phases the mother and family may be experiencing as

3. What do you need to learn potentially about her culture and experiences?

Teachers and other care providers need to learn about the cultures of families and

Instructor’s Manual 6–12

4. What skills and knowledge will help you more fully serve Abuukar and his family?

Skills and knowledge about the types and ways to provide services are needed. Family

support during the early childhood years focuses on delivering appropriate services in

natural settings and on helping family members develop an understanding of the child’s