Infant Toddler Development Training
Module 3, Lesson 3
Read Assuring the family's role on the early intervention team: Explaining rights and safeguards (2nd Ed). This article is available in the Resource Bank.
After you have completed the reading, consider the following questions:
- What are the procedural safeguards provided to families?
- How do these safeguards effect the evaluation and assessment process?
- What are the provisions regarding confidentiality and release of information?
- How can the explanation of the safeguards become more family friendly?
Read Discovering Family Concerns, Priorities and Resources: Sensitive Family Information Gathering. In this article, the authors stress that information gathering is an on-going process when determining family concerns, priorities and resources.
- What is the best way of doing sensitive family information gathering?
- Think about the practices that your program uses to do family information gathering. What changes would you recommend?
Read When Parents and Professionals Communicate: Tips for Professionals located in the Resource Bank.
The reading you have just completed has several good suggestions about parent professional communication. Consider two suggestions that would be helpful to you as you communicate with families.
Read Tips for Writing Family-Centered Reports located in the Resource Bank.
Reflect on the suggestions that are made to make the report family centered. An example is given of how to reframe your writing to have your comments be more positive toward the parent. Look at one of the reports you have written. Is your report family centered?
Lesson 3 Highlights
This lesson focused on determining family concerns, resources and priorities and their involvement in the evaluation and assessment process. It was emphasized that families are as different as their children and will become involved in the assessment process in different ways. Procedural safeguards were presented which are important for parents to be cognizant of in order to protect the rights of their child. Tips were provided for writing family centered reports. You were encouraged to evaluate your own report writing. In the article by Banks, Santos and Roof, the authors highlighted the impact of diversity on family information gathering.
Bailey, D. B. Jr. (2004). Assessing family resources, priorities and concerns. In M. McLean, M. Wolery, & D. B. Bailey, Jr. (Eds.), Assessing infants and preschoolers with special needs (3rd ed) (pp. 172-199). Upper Saddle River, NJ: Pearson Prentice Hall.
Banks, R. A., Santos, R. M., & Roof, V. (2003). Discovering family concerns, priorities and resources: Sensitive family information gathering. Young Exceptional Children, 6(2), 11-19.
Dunst, C., Trivette, C., & Deal, A. (1995). Enabling & empowering families: Principles & guidelines for practice. Cambridge, MA: Brookline Books.
Hurth, J.L.& Goff, P. (2002). Assuring the family's role on the early intervention team: Explaining rights and safeguards (2nd Ed). Chapel Hill, NC: National Early Childhood Technical Assistance Center.
McLean, M. & Crais, E. R. (2004). Procedural considerations in assessing infants and preschoolers with disabilities. In M. McLean, M. Wolery, & D. B. Bailey, Jr. (Eds.), Assessing infants and preschoolers with special needs (3rd ed) (pp. 45-70). Upper Saddle River, NJ: Pearson Prentice Hall.
- Tips for Writing Family-Centered Reports
- When Parents and Professional Communicate: Tips for Professionals
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