Three Main Themes In Iep Development
Discuss the Themes
In this part, I will talk about three themes emerged in the process of document analysis. In order to improve CLD Parental Engagement in IEP Development, both families and support groups should increase their understanding and knowledge of each other by communications.
Theme 1 Knowledge of CLD Families
Families’ attitudes and understandings of children’s exceptionality. There exists an emotional period for the family with children who are suspected of having a kind of disability (Palincsar, Magnusson, Collins, & Cutter, 2001). It is very important for professionals to understand family’s emotional reactions to disability, which differ with each family. However, to still others it may mean that they can get help and support …show more content…
Shu-Minutoli (1995) cautioned that the reaction to a child with a disability is very personal, and cultural beliefs may be only one factor. Factors such as SES, regional differences, religious beliefs, degree of acculturation, English proficiency, educational level, occupation, immigration status, accessibility of services, family’s support system, and family stability could all affect a family’s view of disability, which in turn affects the family’s access to and use of services.
Preparation before IEP meeting. An IFSP or IEP meeting is a mandated procedure that must occur before special education services are provided to children and families. Many families have reported that professionals do not spend time explaining parent rights or giving the needed information before the IFSP or IEP meeting and that they felt their presence at the IFSP or IEP meeting was only for show (Kalyanpur & Rao, …show more content…
In many languages there are no equivalent terms to describe various types of disabling conditions, such as autism, mental retardation, and learning disabilities (Harry, 1992). Shu-Minutoli (1995) described the differences between two communication styles. Low-context communication emphasizes exactly what is said during the interaction. The communication is straightforward, specific, and logical. High-context communication is heavily dependent on the subtle messages of the interaction. In this context, the verbal message does not really convey the genuine meaning. Professionals unaware of these differences will feel frustrated, puzzled, or confused because of an interaction. If questioning a professional’s authority is not valued in a family’s culture, they may refrain from asking for clarification or expressing opinions in order to show proper respect. Professionals may misinterpret the family’s deferential attitude as lack of interest (Shu-Minutoli, 1995). Cooper and Rascon (1994) suggested some strategies for enhancing family-professional communication. They include keeping the communication free of specialized diagnostic or educational terminology and professional jargon and establishing a climate of trust. Involving a cultural guide who is
In this part, I will talk about three themes emerged in the process of document analysis. In order to improve CLD Parental Engagement in IEP Development, both families and support groups should increase their understanding and knowledge of each other by communications.
Theme 1 Knowledge of CLD Families
Families’ attitudes and understandings of children’s exceptionality. There exists an emotional period for the family with children who are suspected of having a kind of disability (Palincsar, Magnusson, Collins, & Cutter, 2001). It is very important for professionals to understand family’s emotional reactions to disability, which differ with each family. However, to still others it may mean that they can get help and support …show more content…
Shu-Minutoli (1995) cautioned that the reaction to a child with a disability is very personal, and cultural beliefs may be only one factor. Factors such as SES, regional differences, religious beliefs, degree of acculturation, English proficiency, educational level, occupation, immigration status, accessibility of services, family’s support system, and family stability could all affect a family’s view of disability, which in turn affects the family’s access to and use of services.
Preparation before IEP meeting. An IFSP or IEP meeting is a mandated procedure that must occur before special education services are provided to children and families. Many families have reported that professionals do not spend time explaining parent rights or giving the needed information before the IFSP or IEP meeting and that they felt their presence at the IFSP or IEP meeting was only for show (Kalyanpur & Rao, …show more content…
In many languages there are no equivalent terms to describe various types of disabling conditions, such as autism, mental retardation, and learning disabilities (Harry, 1992). Shu-Minutoli (1995) described the differences between two communication styles. Low-context communication emphasizes exactly what is said during the interaction. The communication is straightforward, specific, and logical. High-context communication is heavily dependent on the subtle messages of the interaction. In this context, the verbal message does not really convey the genuine meaning. Professionals unaware of these differences will feel frustrated, puzzled, or confused because of an interaction. If questioning a professional’s authority is not valued in a family’s culture, they may refrain from asking for clarification or expressing opinions in order to show proper respect. Professionals may misinterpret the family’s deferential attitude as lack of interest (Shu-Minutoli, 1995). Cooper and Rascon (1994) suggested some strategies for enhancing family-professional communication. They include keeping the communication free of specialized diagnostic or educational terminology and professional jargon and establishing a climate of trust. Involving a cultural guide who is