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Infant Toddler Development Training
Module 5, Lesson 2

Activity #3

Read Chapter 4, "Recommended Practices in Family-Based Practices" by Trivette and Dunst, in the DEC Recommended Practices in Early Intervention/Early Childhood Special Education text (pp. 39-46). This chapter describes four major themes found in the 17 family-based practices. These themes are:

  1. Families and professionals share responsibility and work collaboratively.
  2. Practices strengthen family functioning.
  3. Practices are individualized and flexible.
  4. Practices are strengths and assets based.

After reading the chapter, provide one example of how you would address each of the themes with the Rivers family you learned about in activity 2.

  • Theme 1: Families and professionals share responsibility and work collaboratively.
  • Theme 2: Practices strengthen family functioning.
  • Theme 3: Practices are individualized and flexible.
  • Theme 4: Practices are strengths and assets based.

Lesson 2 Highlights

In this lesson, you have looked at the process of relationship building with families as a means of developing effective partnerships. The effect of cultures on the process of communication and our attitudes and beliefs about families and other cultures was examined. The importance of first impressions in the process of family-centered information gathering was discussed in-depth, and how our personal communication styles affect interpersonal relationships was examined.

References

Banks, R., Santos, R. M., & Roof, V. (2003). Discovering family Concerns, priorities, and resources: Sensitive family information gathering. Young Exceptional Children, 6(2), 11-19.

Blue-Banning, M., Summers, J., Frankland, H. C., Nelson, L., & Beegle, G. (2004) Dimensions of family and professional partnerships: Constructive guidelines for collaboration. Exceptional Children, 70(2), 167-184.

Briggs, M. (1997). Building Early Intervention Teams: Working Together for Children and Families. Gaithersberg, MD: Aspen Publishers, Inc.

Bruns, D., & Corso, R. (2001). Working with culturally and linguistically diverse families. ERIC Digest, August 2001, EDO-PS-01-4.

Chen, D., McLean, M., Corso, R., & Bruns, D. (2001). Working together in EI: Cultural considerations in helping relationships and service utilization (Technical Report No. 11). [electronic version]. Champaign-Urbana, IL: Culturally and Linguistically Appropriate Services for Early Childhood Research (CLAS) Institute.

Christenson, S. L., & Sheridan, S. M. (2001). Schools and families: Creating essential connections for learning. New York: Guildford Press.

Dunst, C.J. (2002). Family-centered practices: Birth through high school. The Journal of Special Education, 36(3), 139-147.

Friend, M., & Cook, L. (2003). Interactions: Collaboration skills for school professionals. Boston: Allyn and Bacon.

Harry, B., Kalyanpur, M. & Day, M. (1999). Building cultural reciprocity with families: Case studies in special education. Baltimore: Brookes Publishing.

Jordan, D. (2001). Parent and professional collaboration: A cultural perspective curriculum. The Technical Assistance Alliance for Parent Centers (The Alliance). PACER Center.

Kalyanpur, M., & Harry, B. (1999). Culture in special education: Building reciprocal family-professional relationships. Baltimore: Brookes Publishing.

Klass, C. (2004). The relationship between the parent and the home visitor. News Exchange - National Association for Home-Based Family Early Interventionists, 9(2), 1-4.

Lynch, E.W., & Hanson, M.J. (Eds.) (1997). Developing cross-cultural competence: A guide for working with children and families. Baltimore: Brookes Publishing.

Rush, D.D., Sheldon, M. L., & Hanft, B.E. 2003. Coaching families and colleagues: A process for collaboration in natural settings. Infants and Young Children, 16(1), 33-47.

Sandall, S., McLean, M., & Smith, B. (Eds.) (2000) DEC Recommended Practices in Early Intervention/Early Childhood Special Education. Division for Early Childhood, Council for Exceptional Children.

Tharp, R., & Yamauchi, L. (1994). Instructional conversations in Native American classrooms. ERIC Digest EDO-FL-95-05. [Electronic version]. August 18, 2003. http://www.cal.org/ericcll/digest/NCRCDS03.html

Thorp, E. (1999). Increasing opportunities for partnership with culturally and linguistically diverse families, Intervention in School and Clinic, 32, 261-69.

Trivette, C.M., & Dunst, C.J. (2004). Evaluating family-based practices: Parenting Experiences Scale. Young Exceptional Children, 7(3), 12-19.

Turnbull, A.P., & Turnbull, H.R. III (2001). Families, professionals, and exceptionality: A special partnership. Upper Saddle River, NJ: Merrill/Prentice Hall.

Related Resources

Barrera, I., & Corso, R.M. (2002). Cultural competency as skilled dialogue. Topics in Early Childhood Special Education, 22(2), 103-113.

Dinnebeil, L.A. & Rule, S. (1999). Early intervention program practices that support collaboration. Topics in Early Childhood Special Education, 19(4), 225-235.

Department of Health (2004). Early Steps service delivery policy and guidance: Delivering service in the routines and daily activities of children with disabilities and their families. Florida Department of Health-Children's Medical Services-Early Steps. Tallahassee, FL.

Individuals with Disabilities Education Act Amendments of 1997. Public Law 105-17. 105th Congress.

No Child Left Behind Act of 2001. (2001). Public Law 107-220. 107th Congress.

Ulrich, M.E., & Bauer, A.M. (2003). Levels of awareness: A closer look at communication between parents and professionals. Teaching Exceptional Children, 35(6), 20-24.

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