Approaching and Working with Families Whose Children Have Disabilities
Families whose children have disabilities often face stress and other difficulties in their lives. Having their children attend an inclusive child care setting can be a relief of some of the pressures these families face. As child care educators and providers, it is important to know how we best work with families of disabled children. Working closely with the families helps give students the best chance for a successful integration to an inclusive program. Educators can talk to a student’s family about the best way to communicate with them. This may include scheduled meetings or through email or phone calls. The willingness and ability of families to be involved can be impacted by how they are approached and engaged by the school. It’s important to be mindful and respectful. Implement engagement strategies that help everyone feel empowered to advocate for the student and instill confidence that their concerns will be heard.
When meeting or engaging with families of children with disabilities there are a few things to take into consideration to provide a productive and respectful meeting. Providing accessible information about the purpose of the meeting, including advance copies of documents to be discussed and a list of who will be present, will be helpful in easing a families apprehension or anxiety. Schedule a meeting at a time and place convenient for families and the school. This ensures that needs and commitments, such as work or childcare, are accommodated. To facilitate a productive meeting make sure all key personnel have been invited and briefed on what is required of them. This may include outside support agencies. It is also comforting for families if they are encouraged to bring an advocate or support person if they desire. Inform the families about the roles of those attending the meeting including those who may be new to the families interaction with the program. Make sure the meeting is free from interruptions like phone calls, other students and staff. There is a need to be sensitive to cultural needs and protocols and always make accommodations for interpreters if needed. Always make a record of the meeting and distribute it to participants. This may include key discussion points and areas for action. If immediate action needs to be taken, inform families of what needs to be done and help facilitate those actions. It is reassuring to let families know that everything being discussed is for the well-being and benefit of their children and that the program can be seen as an ally who has the child’s best interest in mind.
Keeping in mind that the program must be ADA compliant, it is required by law that providers make reasonable accommodations for a disabled individual. Reasonable accommodations may include a meeting to talk about how to best help the student integrate into the program. It is important to discuss with families how the student’s disability may affect the way they learn, what support and reasonable accommodations could meet the student’s needs, and how current reasonable adjustments are meeting the student’s needs. Direct and truthful communication with the family is required and in the best interest of all the parties involved in helping the student maximize their potential.
For the main article Americans with Disabilities Act, CLICK HERE
For the article How Does the ADA Apply to a Child Care Provider?, CLICK HERE
For the article Making the Child Care Facility Accessible and Compliant with the ADA, CLICK HERE
For the article Promoting and Providing Inclusive Child Care, CLICK HERE