Family involvement in the child’s individualized plan is important on a variety of levels. First, as stated in the text Adapting Early Childhood Curricula for Children with Special Needs, “A child with special needs can be understood only within the context of his or her family,” (Cook, Klein, and Tessier, 2008). This is such a true statement. A child is a son or daughter, a sibling, a grandchild, a foster child, and so on. His whole life has been experienced within these roles. As the child grows and develops, so do his relationships within the family system. Only later does the child take on the additional role of being a student and a classmate. So to understand the child within the context of his family system is to truly understand the source of the child’s perspective.
When designing an individualized plan for a child, it is important that all those who know the child come together to share their ideas and concerns. Early childhood educators have specialized knowledge in the developmental stages of young children and the elements of early childhood curriculum. Other professionals such as Speech /Language Pathologist, Occupational Therapists and Physical Therapists have specialized knowledge in areas where the child might be struggling, such as speech and language skills or fine and gross motor skills. Because the child is embedded in his family system, it is understandable that family members know and understand the child better than anyone, including his teachers and other professionals. So the specialized knowledge that a family brings to the child’s individualized plan is the understanding of the strengths and needs of that individual child. The plan is not a general plan that can serve any child with delays. It is a unique plan specially designed for one child that serves to meet that one child’s needs. All sources of information regarding that child need to be involved in the development of his individual plan, whether it is a family service plan, or an individualized education plan.
Finally, because the effectiveness of an intervention plan is influenced by the impact of the family (Cook et al. 2008), a “family-centered intervention” may be most effective. A family-centered intervention recognizes the value of the family through six important tenets (Hanson and Lynch, 2004):
1. The parents or primary caregivers are the experts on their child.
2. The family is the ultimate decision maker for their child.
3. The family is the constant in their child’s life.
4. The family’s priorities, goals and level of involvement must be respected.
5. Collaboration and trust between parents and professionals is valued.
6. Culturally competent services are critical.
If we believe in a family-centered approach and that a child is best served through the support of his family, then we also believe that the family must be involved in the development and implementation of his individual plan.
Cook, Ruth E., Klein, M. Diane, Tessier, Annette. Adapting Early Childhood Curricula for Children with Special Needs (7th ed.). Upper Saddle River, New Jersey: Pearson Education, Inc., 2008
“So to understand the child within the context of his family system is to truly understand the source of the child’s perspective.” Very well said! I noted that the family is the child’s first and most important educator, however, as educators ourselves, you noted their importance to us. In order to understand the child, his/likes, dislikes, fears, attitude, behavior, etc., we must try to understand the family environment from which they come. This is true for all children, typically developing or otherwise. Many times a child will demonstrate a behavior that is new or unusual and I will wonder, “What is going on? Why did this start or where did this come from?” Then I will speak with the parent and understand. For example, a child in my class seemed to be consumed with death or dying in many areas of his play. Talking to the family I discovered that their pet had recently been hit by a car, died, and was witnessed by the child. This had affected the child and was his way of understanding and dealing with the situation. However, by talking about it with the child, reading books about losing a pet, and not pretending it didn’t happen, it helped the child express his feelings in a more constructive way. A bit abstract from the subject, but I feel like understanding a family, the dynamics, the circumstances, etc., helps us, as you said, understand the child from his/her own perspective.
ReplyDeleteI also believe that family involvement is very important and that a child with special needs is best served in a family-centered intervention. Each child and his/her family has unique needs and situations. The individualized plan will be meaningful to the child and his/her family when the goals and objectives are derived from each family's concerns, resources, and priorities.
ReplyDeleteI liked the points you made about the family involvement in the plan. Recent legislation such as the “2001 reauthorization of both the Elementary and Secondary Education Act titled No Child Left Behind (P.L. 107-110) and the Individuals with Disabilities Education Improvement Act of 2004 (P.L. 108-446)…contributes toward making parent’s involvement in their children’s education a national priority (Cook, Klein, & Tessier, p. 56).” I enjoyed your list at the end of your blog too.
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