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Developing Skills for the Family of the Young Special Child, 0-5

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Developing Skills for the Family of the Young Special Child, 0-5 DOCUMENT RESUME ED 233 538 EC 160 064 AUTHOR Mendoza, Jeanne; And Others TITLE Connections: Developing Skills for the Family of the Young Special Child, 0-5. [and] A Coordinators Guide. INSTITUTION San Diego City Schools, Calif. PUB DATE 83 NOTE 616p. AVAILABLE FROMSpecial Education Parent Facilitator Program, Sequoia Elementary, Room 3, 4690 Limerick Ave., San Diego, CA 92117. (Publication No. 1-8-82-16, $25.00). PUB TYPE Guides Non-Classroom Use (055) EDRS PRICE MF03 Plus Postage. PC Not Available from EMS. DESCRIPTORS Child Development; *Disabilities; Family Relationship; infants; *Parent Education; Parent School Relationship; *Parent Workshops; Siblings; Young Children ABSTRACT The program is intended to increase skills in parents of young handicapped children. The coordinator's guide traces the background and development of the parent involvement materials, presents suggestions for workshop planning and actual implementation, and discusses training approaches for developing small group facilitation skills. The companion document presents modules basedon 20 parenting skills in four areas (sample subtopics in parentheses): understanding the family (individual differences, family stress, siblings' feelings); encouraging the child's growth and development (physical growth, cognitive skills, language development); developing parenting skills (parenting style, listening, assertiveness); and coordinating the home/school/community (relationships with professionals, conferencing skills, service coordination). Each module includes information on objectives, introductory activities, suggestions for presentations by professionals and parents, small group activities, summaries for parents, and references. (CL) *****************7***************************************************** Reproductions supplied by EDRS are the best that can be made from thc original document. ********************************************************************** U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION ED' ,ATIONAL RESOURCES INFORMATION Publication Na. 1-8.82-16 CENTER (ERIC) / This document has been reproduced as received !rum the person or organization originating it Minor changes have been made to improve reproduction quality Points of vieow or opinions stated in this docu- ment do not necessarily represent official NIE positron or policy San Diego City Schools San Diego, California 1982 "PERMISSION TO REPRODUCE THIS MATERIAL INMICROFICHE ONLY HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." PROJECT ADVISORY COMMITTEE Lisa Beck Lindsey Linden Goldie Boskin Eleanor Lynch Linda Coil Ens Lois Maier Karen Cosgrove Sue Maurer Betty Crupi Virginia McDonald Mary Sue Glynn Liz McGinnis Gloria Gonzales Jeanne Mendoza Olga Gunn Nancy Miller Brenda Hahn Maureen Sage Christy Hall Susan Smith Mary Hammond Chris Tedeschi. Beth Hannaman Ann Larson VanSickle Sharon Harris Mary Ann Von Rod is Kay Hunsaker Special Thanks To Sharon Brent Gloria Jefferson Joan Captain Judy Maleki Jean Dailey Sylvia Schwartz Cindy Evans JoAnn Stamper Diane Filley An Tran CLo Harter 41'egt/n1 (SAZ QiNaletk Coordinated by Jeanne Mendoza Prepared by Ann Larson VanSickle Assisted by Karen Cosgrove Maureen Sage Writers Mary Ann Disabato Mary Sue Glynn Arnee Hadr Jan McDaid Robyn Van Derlaan Ii2ustrated by Joan Captain San Diego City School!--; San Diego, California Unedited 4 Dedicated to EVELYN CARR who opened the doors for the development of this project J FOREWORD Parent involvement in preschool programs for handicapped children isa current trend. Such an emphasis provides a two-fold benefit: (1) The home becomes the extension of professional intervention, and (2) Professional intervention becomes an extension of home training, resulting in a total education for the child. This guide, orin ±ions: 9eve loping Skills for theFrirry Zdof the Y oun Clu/(1 ()-6, is intended to help both families and professionals better understand some significant aspects of raising a handicapped child within the family system. The birth of any child affects the family in many c vs, and how the family responds to the child affects the child's well-being. The interaction of these responses is much more intense when the child is handicapped. Besides needing !;peeific information about their child's handicap, parents need to develop support systems within and outside the family. These factcrs can influence parents' adjustment to their child's handicap. Professionals know the critical roles that parents play in facilitatinga child's cognitive, language, social, emotional, and physical development. Parent educa- tion, while important for the parent of a nonhandicapped child, is crucial for the parent of a handicapped child. It is the belief of the developers of this guide: that the parent must be trained to become the ease manager of his or her handicapped child, and professionals who work with young handicapped children must learn to shift the main responsibility of coordination of training and educa- tiLn to the parent. When the family is able to accept and understand their special child, and when the parents can coordinate home, school, and community resources for the maximum development of their entire family, all of society will benefit. (/.214 11g,4 Director, State Implementation Grant for Early Education for the Handicapped Office of Special Education California State Department of Education iii CONTENTS Introduction UNIT I: UNDERSTANDING THE FAMILY Module 1: You and Your Child Are Unique: Accepting Individual Differences Witl:in the Family 7 Module 2: Wily Me? Coping With a Special Child 51 Module 3: We're In This Together: Understanding the Feelings and Attitudes of Siblings/Extended Family Toward the Special Child 69 Moduli. 4: HELP! Reducing Family Stress 91 pNIT II: ENCOURAGING THE CULD'S GROWTH AND DEVELOPMENT 115 Module 5: Watch Me Grow: Strengthening Physical Grcy,th 116 Module 6: I'm Learning: Building Thinking/Cognitive Skills 19 Module 7: Why and What if: Helping Language Development 163 Module 8: It's Mine: Improving Social Skills 191 Module 9: I Can Do it Myself: Teaching Self-Help Skills 215 UNIT III: DEVELOPING PARENTING SKILLS 237 Module 10: Being a Parent Isn't Easy: Examing Parenting Style 239 Module 11: Is Anybody Listening? Learning How to Listen (Communica- tion I) 261 Module Tell It Like it Is: Learning How to B Assertive (Com- munication II) 285 Module 13: Accentuate the Positive: Understanding Behavior Management I(Theory) 309 Module 14: Who's In ContrGl? Applying the Skills of Behavior Management II (Techniques) 333 Module 15: Self-Esteem is Everyone's Business: Building Self-Esteem . .359 Module 16: Fun Is a Must: Promoting Family Fun 389 UNIT IV: COORDINATING THE HOME/SCHOOL/COMMUNITY 415 Module 17: They're Part of the Family, Too: Working With Professionals and Finding Resources in the Community 417 Module 18: What's an lEP? Understanding the Individualized Educa- tion Program (Referral to Placement) 445 Module 19: We Work As a Team: Building Successful Conferencing Skills 479 Module 20: Putting It All Together: Coordinating the Services (Home/School/Community) INTROMGTION P(!?,c1.Gpinj Skills fo the Family of the Young Sper!ial Child,0-6, concentrates on 20 parenting skills that emphasize the cognitive, language, social/emotional, and physical development of theyoung special child within the family setting. The 20 skills are divided into individual modules, whichare grouped into four units, as shown below. UNIT I: UNDERSTANDING THE FAMILY Module 1: You and Your Child Are Unique: Accepting Individual Differences Within the Family Module ': Why Me? Coping With a Special Child Module 3: We're In This Together: Understanding the Feelings and Attitudes ,)f- Siblings/Extended Family Toward the Special Child Module 4: HEIP: Reducing Family Stress UNIT II: ENCOURAGING THE CHILD'. GROWTH AND DEVELOPMENT Module 5: Watch Me Grow: Strengthening Physical Growth Module f): I'm Learning: Building Thinking/Cognitive Skills Module 7: Why and What If: Helping Language Development Module 8: It's Mine: Improving Social Skills Module 9: I Can Do It Myself: Teaching Self-Help Skills UNIT III: DEVELOPING PARENTING SKILLS + Module 10: Being a Parent Isn't Easy: Examining Parenting Style Module 11: Is Anybody Listening? Learning How to Listen (Communication I) + Module 12: Tell It Like It Is: Learning How to Be Assertive (CommunicationII) * Module 13: Accentuatethe Positive: Understanding Behavior Management I (Theory) Module 14: Who'E In Control? Applying the Skills of Behavior (Techniques) Management II Module 15: Self-Esteem Is Everyone's Business: Building Self-Esteem Module 16: Fun Is a Must: Promoting Family Fun UNIT IV: COORDINATING THE HOME/SCHOOL/COMMUNITY Module 17: They're Part of the Family,Too: Working With Professionals and Finding Resources in the Community + Recommended to be taught in two continuoussessions. * Recommended to be taught in three continuoussessions. 1 Module18: What's anIEPY rnderstanding the Individualized EducationProgram (Referralto Placement) Module19: We Work As a Team: Building Successful. Conferencing Skills Module20: Putting ItAll Together: Coordinating the Services (Home/School/ Community) was funded with a pre-incentive grant (PI, 94-142) in the fall of 1980. Professionals working with handicapped preschool childrenLad indicated the need for the development of a sequential, self-containedparent education curriculum addressed to the three basic needs of parents of handicappedchildren. Those needs included: (1) Information
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