spe557 | Graduate
Collaboration With Families Of Students With Disabilities
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Collaboration between Families and Schools
- Analyze the differences between levels of collaboration during the family life cycle (early childhood, elementary, secondary, and post-secondary).
- Describe the components of a collaborative climate.
- Describe the process for developing a collaborative team.
- Identify ways to deal with conflict in the collaborative process.
- Demonstrate the use of effective collaboration skills during school/family conferences and the Individualized Education Plan (IEP) process.
Legal Issues and Confidentiality Considerations
- Examine the history of special education laws and litigation that support family involvement in educational systems.
- Identify changes to the Individual’s with Disabilities Education Act (IDEA) that strengthened the family’s role in the IEP process.
- Explain the provisions of the Family Educational Rights and Privacy Act (FERPA) in the context of special education.
- Examine professional and ethical considerations related to confidentiality.
Understanding Family Systems
- Examine the dynamics of family structures.
- Demonstrate an understanding of families within their cultural and demographic context.
- Examine family characteristics and their impact on students with disabilities.
- Identify the natural supports built within families of students with disabilities.
Effects of Disabilities on Families
- Describe the family life cycle for families of children with disabilities.
- Examine the experiences of grief and loss for families of children with disabilities.
- Examine the impact of children with disabilities on typically developing siblings.
- Describe the components of an effective advocate.
- Define the advocacy roles for special educators, students with disabilities and their families.
- Demonstrate advocacy skills.
Collaboration with Family Agencies and Service Providers
- Identify national and local family support agencies and service providers for students with disabilities.
- Develop a classification system for family support agencies and service providers for students with disabilities.
- Identify the elements of an effective coordination process between family support agencies, service providers and families of students with disabilities.
- Create a coordination plan for families of students with disabilities.
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