As evidenced by the Scriptures below, God looks at the heart and man looks at outside appearances.
But the Lord said to Samuel, “Do not look on his appearance or on the height of his stature, because I have rejected him. For the Lord sees not as man sees: man looks on the outward appearance, but the Lord looks on the heart.” 1 Samuel 16:7 (NIV)
Making your ear attentive to wisdom and inclining your heart to understanding; Proverbs 2:2 (NIV)
Finally, all of you, have unity of mind, sympathy, brotherly love, a tender heart, and a humble mind. 1 Peter 3:8 (NIV)
As you reflect on this devotional discussion for this workshop, think about your current knowledge, skills, and professional dispositions as a collaborator. Creating a culture of collaboration with families and other professionals requires both your heart and your professionalism.
Tasks performed by families to meet their needs are considered functions. According to Turnbull, Turnbull, Erwin, Soodak, and Shogren (2015), there are eight categories of family functions:
To meet the wants and needs of each member, tasks are performed from the eight categories (Turnbull et al., 2015). Another aspect of this process involves developmental tasks. These tasks will differ as the members move through the various life stages. This theory expresses how families change over time with periods of transitions. Some transitions may be stressful due to family members readjusting to the new stage. It may even impact their interactions with each other and family functions. According to Carter and McGoldrick, (2005), “Leading family theorists have identified six typical individual life cycles; not unexpectedly, these stages vary somewhat within and across cultures.
Leaving home as single young adults
Marriage and the new couple
Families with young children
Families with adolescents
Families in later life”
During the process of proceeding through the life cycles a family member may experience an event that could require care from another family member such as the identification of a health issue or a disability. This may create a lengthy transition period that involves time to process the current reality and future prospects.
Teachers who work to develop partnerships with families become attune to needs that develop during the cycles and transitions that may impact students’ educational outcomes. Collaborating to provide supports allows the families to be encouraged and to see the school and their child with a disability in a more positive manner. It may assist them with developing a greater focus on their family and child’s strengths.
Read Exceptional Learners, Chapter 4.
Read pages 275-289 from Families, Professionals, and Exceptionality, 7th edition. (This resource will need to be requested from you to OCLS. Please follow the steps outlined below.)
You must request this resource directly from Online Campus Library Services (OCLS). OCLS will email the resource to you within two (2) business days, not including weekends and holidays.
Please include all the information needed for this request: author, publication year, title, and publication information.
Author: Ann Turnbull, Rud Turnbull, Elizabeth Erwin, Leslie Soodak, and Karrie Shogren
Publication Year: 2015
Title: Families, Professionals, and Exceptionality: Positive Outcomes Through Partnerships and Trust
Publication Information: Pearson
Fill out the OCLS Request Form(new tab) to request the article.
View the following video concerned with support systems and extended families:
Navigate to the discussion and respond to two of the following (a-c):
Reflect on your reading and the video:
Express how you could support families when their child is diagnosed with a disability in childhood.
Express how you would ensure parents get access to up-to-date information about their child’s disability and what to expect.
Include cited evidence to support your points.
When a preschool, elementary, or secondary child has been “labeled” with a disability that is impacting educationally, what are some of the most important things to consider when working with the family to build a vision for the future?
Examine family systems and the role of families in the educational process to assist you with your response. Cite evidence from the readings.
In the educational system, there are transitions that students experience such as leaving a preschool for elementary or having a new teacher throughout the day or year-to-year and transitioning from school to college or career.
Examine some of the areas where students experience transitions in school that may be stressful and present new challenges.
Explain what you could do to prepare students with disabilities and their families for these transitions.
Cite evidence from the readings to support your points.
Review the rubric to make sure you understand the criteria for earning your grade.
Your initial post is due by the end of the fourth day of the workshop.
Respond to two other classmate’s posts and any follow-up questions from your instructor by the end of the workshop.
Your postings should also:
Be well developed by providing clear answers with evidence of critical thinking.
Include observations that add greater depth to the discussion by introducing new ideas.
Provide clarification to classmates’ questions and provide insight into the discussion.