Moduel 1
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School
University of Washington *
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Course
111
Subject
Communications
Date
Apr 3, 2024
Type
docx
Pages
2
Uploaded by CountFrog2769
1.
Parents of children with disabilities may experience a wide range of emotions, including but not limited to sadness, guilt, frustration, fear, anger, and anxiety. These emotions can stem from a variety of sources, such as navigating the challenges of advocating for their child, managing their child's needs, coping with societal stigmas, and adjusting to the impact on their family dynamics. It is essential to acknowledge and support parents in processing and coping with these emotions as part of effective family engagement and collaboration in the education of students with disabilities.
2.
In addition to the roles of advocate, caregiver, and communicator, parents of children with disabilities may also take on the role of teacher, providing daily support and guidance for their child's education and development. They may also fulfill the role of facilitator, coordinating and organizing various services and resources to ensure their child's needs are met. Lastly, parents may become experts in their child's specific disability, researching and understanding the best strategies and interventions to support their child's unique challenges.
3.
The six categories of parent involvement include parenting, communication, volunteering, learning at home, decision-making, and collaborating with the community.
Parenting involves providing a nurturing environment and support at home.
Communication requires an open dialogue between parents and school.
Volunteering encompasses parents being active participants in school activities.
Learning at home involves parents supporting their child's education outside of school.
Decision-making involves parents being involved in school decisions that affect their child.
Collaborating with the community involves parents and schools working together with community resources to support student success. These categories highlight the importance of involving parents in various aspects of their child's education to promote a positive and supportive learning environment.
4.
A) Reese's mom might be experiencing stressors related to the relocation, such as adjusting to a new living arrangement and possibly financial strain from the move. Additionally, managing the care and education of a child with cerebral palsy, while dealing with other family members' needs and the challenges of navigating
a new B) The stressors in Reese's mom's life, such as the temporary relocation to her parents' house and caring for her children, may cause her to have less time and energy to engage with the school and be involved in Reese's education. The additional responsibilities and changes in her living situation might make it challenging for her to attend meetings, communicate with school staff, or participate in school activities. It may impact her ability to be as present and engaged as she would like to be in Reese's schooling during this time of transition and increased stress.
5.
A) Three ideas for building a positive relationship with Reese's family would be to regularly communicate with them to understand Reese's needs and progress, involve them in decision-making related to his education and accommodations, and offer support and resources to help alleviate some of the stressors they are currently facing. Building a strong partnership with Reese's family will help ensure his success and well-being in the new school environment.
B) As Reese's new teacher, I would prioritize communication with his family to establish a supportive and inclusive environment for them at the school. I would reach out to Reese's mom to discuss her stressors and offer support and resources. I would also ensure
that the school is accessible for Reese by collaborating with the family to address any specific needs related to his cerebral palsy and mobility. By fostering open communication and showing empathy towards Reese and his family, I aim to make
them feel welcomed and valued in our school community.
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