methods for collaborating with families.pdf

Educating Students with Severe and Multiple Disabilities

A Collaborative Approach

Fifth Edition

edited by Fred P. Orelove, Ph.D. Virginia Commonwealth University Richmond Dick Sobsey, Ed.D. University of Alberta Edmonton, Alberta, Canada Donna L. Gilles, Ed.D. Virginia Commonwealth University Richmond

Contents

  1. Designing Collaborative Educational Services ... 1 Chigee Jan Cloninger
  2. Partnering with Parents and Families ... 27 Dick Sobsey
  3. Educating Students with Physical Disabilities ... 61 Toby M. Long and Rachel Brady
  4. Educating Students with Sensory Disabilities ... 99 Julie A. Durando, Deborah Chen, and Jerry G. Petroff
  5. Educating Children with Special Health Care Needs ... 141 Dick Sobsey
  6. Integrating Health Care in Education Programs ... 201 Kathryn Wolff Heller
  7. Teaching Communication Skills ... 245 Pat Mirenda and June Downing (post.)
  8. Nutrition and Mealtime Considerations ... 273 Carole K. Ivey and Dianne Koontz Lowman
  9. Designing and Adapting the Curriculum ... 307 Kathleen Gee
  10. Instructing Students with Severe and Multiple Disabilities in Inclusive Classrooms ... 351 Alice Udvari-Solner, Katherine Ahlgren Bouchard, and Kiel Harell
  11. Creating Educational Adaptations, Accommodations, and Modifications ... 407 Julie Causton, Alice Udvari-Solner, and Kate M. MacLeod
  12. Alternate Assessments for Students with Severe and Multiple Disabilities ... 437 Harold L. Kleinert and Jacqueline F. Kearns
  13. Transition to Adulthood for Youth with Severe and Multiple Disabilities ... 465 Mary E. Morningstar

About the Editors

Fred P. Orelove, Ph.D., Professor Emeritus, Special Education and Disability Policy

Dr. Orelove founded and served as director of the teacher preparation program in severe disabilities at Virginia Commonwealth University from 1981 to 2011. He also served for 20 years as Executive Director of the Partnership for People with Disabilities, Virginia’s university center for excellence in developmental disabilities.

Dick Sobsey, Ed.D., Professor Emeritus, Educational Psychology

Dr. Sobsey has worked with children and adults with severe and multiple disabilities since 1968 as a nurse, teacher, and researcher.

Donna L. Gilles, Ed.D., Associate Professor, Special Education and Disability Policy

Dr. Gilles is Executive Director of the Partnership for People with Disabilities (Virginia’s UCEDD). She taught students with significant disabilities in Maryland public schools for 6 years while earning a master’s degree in educating students with severe disabilities.

Partnering with Parents and Families

Family Involvement in Education

There is no single formula for parental involvement in education programs because every family is different. It is essential for teachers to understand the differences in parental involvement and the quality of parenting.

Child-Centered, Family-Centered, and Family-Friendly Approaches

Child-centered education recognizes that children have individual rights independent of their families and requires a high degree of individualization.

Getting Acquainted with Families

Building rapport with families is crucial to maintain open lines of communication. Educators are encouraged to get to know families better to foster a positive relationship.

Program Planning

What is the purpose of education? This fundamental question is critical for placement and program planning decisions. Educators must work with parents as partners.

Resolving Disputes with Families

Disputes can occur, and it is important to seek resolution while restoring relationships. Understanding and cooperation are key.

Communicating with Families

Effective communication is essential, utilizing various methods including communication books and electronic alternatives.

Siblings

Many children with severe disabilities have typically developing siblings. The experiences of siblings can vary greatly, and those dynamics require careful consideration and support.