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chpt. 8 Families and Professionals as Partners in Communicating and Collaborating
Terms in this set (20)
1. What does chapter 8 reading offer readers?
This chapter talks about collaboration and communication which it is a vital part in creating effective partnership between families and professionals (p.188).
2. Most teachers collaborate with other professionals as a team. What are their responsibilities?
They communicate with one another because they are in charge of giving effective early intervention. Afterwards, a "free suitable schooling to each child with a disability". As team representatives, they assess the student, then develop and complete the child's individualized program (p.188).
3. The reading under the subtitle "Teams in Schools" informs us of numerous type of teams that exist in schools. Who are the professionals or members of the school team that parents or family members will communicate or collaborate with?
These teams' exist in schools whose performances and purposes differ from each other. It mainly contains persons from diverse disciplines. The group members' disciplines comprise of: special education, general education, speech-language-communication therapy, occupational therapy, physical therapy, school social work, school psychology, school nursing, audiology, vision and orientation and mobility, applied behavior analysis/positive behavior support, and paraprofessionals (p.188-9).
4. From the reading in "Fostering Communication within Teams", what are the basic steps to establish how satisfactory a team operates (Thousand & Villa, 2000)?
Produce a comfy environment; Make certain participants face one another; preferably a smaller group so everyone has the opportunity to contribute; regular meetings at set times; begin and finish on the dot; set a schedule; supply minutes to participants, mainly any inattentive members; vivid details of goals, ground rules for conveying information, persons' duties, and decision-making process (p.190).
5. Explain are some points that the text say about parents' degree of participation and approval with the school's team?
• Some families feel comfortable and quite at ease as essential members of the team, however, other families feel rejected and unimportant members to the team (Johnson, 2003; Soodak & Erwin, 2000; Squires, 2000)
• Some families think team results are determined by specialists showing an "experts know best" approach (Lalvani, 2012) (p.190).
6. Describe one of the four indication of language barriers display by families?
Parents' restricted replies and quiet persona during meetings or other school-connected events may be intentionally done by families to evade communication or play a passive part due to language barriers (Kim, Lee, & Morningstar, 2007; Lai & Ishiyama, 2004; Salas, 2004) (p.191).
7. In regards to a person with disability, what other type of accommodations exist for communication?
For example, if a family or team member is deaf, an interpreter who knows sign language is ideal for this situation. "When communicating, one has to be aware of nonverbal and verbal communication skills, how to solve problems creatively, and how to resolve conflicts and misunderstandings" (p.191)
8. What are nonverbal communication consisted of?
It includes gestures, facial expressions, physical proximity to others, and posture. For improvement of communication toward families and other experts, one has to know nonverbal communication skills such as "physical attending" and "listening" (p.192).
9. Give detail explanation of what physical attending is according to the reading?
Physical attending is comprise of contact, facial expressions, and gestures (p.192).
10. What are some of the "Don't" of what not to do while exercising the nonverbal communication skill of listening?
It is written in the text: Criticize the absent participants; quick to respond and promise that one can't keep; and Yakety-yak-yak (p.193).
11. What are verbal communication skills made of?
According to the reading, it is made up of a) furthering responses, b) paraphrasing, c) responding to affect, d) questioning, and 5) summarizing (p.193).
12. Nonverbal and verbal communication skills are not limited within teacher and family or with other professional peer. You can also apply it within group discussions, for instance, school-team meetings. Why?
As noted by Conderman, Johnston-Rodriguez, and friends, since most teams waste precious time by neglecting the usage of dynamic and creative problem-solving process. Some team members handle students' educational programs from isolated views, frequently adding to pieces and unreliable outcomes opposed to other members who share resources, experiences, thoughts, to heighten a child's possibility of possessing meaningful and positive results (p.195)
13. What is an essential principle practice of honoring cultural diversity?
The partnership principle practice of respect is very crucial at all stage of planning and implementing students' educational plans (p.196)
14. Label the nine collaborative problem-solving steps from the text?
Develop a vision, agree on a particular or certain goal, brainstorm alternatives of choosing goal, evaluate pros and cons of each alternative, choose the most suitable option, state or list steps of plan or approach, for example, individual responsible, resources required, and time line, implement the plan, assess how nearly the results of process aligned with goals, and adjust or alter the plan and continue with progress (p.197).
15. In the midst of difficult interactions with families, what is helpful to consider?
According to "Resolving Conflict and Misunderstanding" section, it is especially helpful to examine one's own behaviors and beliefs that may or may not have an influence on the confusion (p.199).
16. In regard to Kroth and Edge's, list the gamut of questions used as a solution before faced with angry, aggressive, even hostile parents (p.199).
"Do I have confidence in my ability to conduct the conference?"
"Do I know enough about the conference participants?"
"Do I clearly understand the problem?"
"Have I scheduled sufficient time for the conference?"
"Have I developed a plan of action?"
17. Under the portion of "Gaining a Family Systems Perspective" what is the best method for understanding family?
The best approach is to establish a comfortable, trusting, authentic partnership from the beginning. The more one create a sincere bond with the family, it is most likely that its members will feel at ease in sharing their family story (p.201).
18. The quality of the interpreters can have a huge impact between a teacher's interactions with families. What are some of the requirements to check for? (p.203)
• The necessary training, experience, and credentials;
• Fluency in both languages;
• Knowledge of fundamental terms and procedures related to the special education process;
• Awareness and practice of ethics, integrity, and confidentiality;
• Cultural competence (Hart, Cheatham, & Jimenez-Silva, 2012)
19. Plenty of school handbooks for families outline administrative policies and procedures, however, information like educational services or chances for parent to participate are not mentioned. How or what can a teacher do to inform parents?
A teacher can create a written electronic handbook specifying the class or program, for instance, information about personnel, classroom procedures, classroom supplies, transportation, methods of reporting progress, and topics unique to class program. Handbook can be even more inviting when revised or created as a user-friendly and written in clear, simple language. Also, use pictures of various experts in class and models of student work to highlight curricular topics. Lastly, printing the handbook in several languages for families who is not fluent in English or speak as a second language (p.204).
20. What form of written communication parents prefer? Why?
Parents favor written communication like school-to-home notebooks because it can accommodate numerous of helpful functions, such as, informing what is transpiring in their child's day, guaranteeing parents of the child's involvement, and giving opportunities for informal and creative problem solving with staff (Davern, 2004; Erwin, Puig, Evenson, & Beresford, 2012) (p.205)
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