EDUC/SPED 210
Working With Families
Two Credit Hours Spring, 2005
Office:
Email: pchanavan@augie.edu Office
Hours: MWF,
9:00-10:30 am
I. Course Description
This course
reviews the literature and practice related to building partnerships with
families and schools. Topics include:
conferencing, parent education, special needs of families with children with
disabilities, parental roles in IFSP and IEP planning and school-home
collaboration.
II.
Relationship to Circle of Courage
The Circle of
Courage (Brendtro, Brokenleg, and VanBockern, 1990) model was adopted by
Augustana’s Department of Education to guide our curriculum and requirements
for students preparing to serve youth in educational and other youth service
agencies. This circle incorporates four
broad themes: Mastery, Belonging,
·
Understand their strengths, needs, and social beliefs
·
Support a classroom environment that promotes the
development of attachment, achievement, autonomy and altruism in learners
·
Demonstrate inclusiveness while acknowledging diversity in
students (and their families)
·
Engage learners (and families) in joint exploration of
ideas, critical and divergent thinking and problem solving
·
Participate in collaborative models of teaching and
cooperative relationships
III. Program
Alignment
The curriculum
of the Teacher Education Program at
#1—KNOWLEDGE OF SUBJECT
MATTER
#2—KNOWLEDGE OF HUMAN
DEVELOMENT AND LEARNING
#3—ADAPTING INSTRUCTION
FOR INDIVIDUAL NEEDS
#4—MULTIPLE
INSTRUCTIONAL STRATEGIES
#5—CLASSROOM MANAGEMENT
AND MOTIVATION SKILLS
#6—COMMUNICATION SKILLS
#7—INSTRUCTIONAL
PLANNING SKILLS
#8—ASSESSMENT OF
STUDENT LEARNING
#9—PROFESSIONALISM
#10--PARTNERSHIPS
Infusion of the Model
|
Competency |
Level |
Program
Competency |
CEC Standard |
DECA
Standard |
Assessment
Tool |
|
To understand families with children
who have special needs and families from diverse backgrounds |
1 |
1 |
I 5, II 9, 12 CEC-CED
Joint Standards I3, I12,14, 15 |
24:16:08:45 (5) |
Report on a novel, Final exam |
|
Understand the role of parents in
educational programs as determined by legislation and practice |
1 and 2 |
3 |
VII 93,94 CEC-CED
Joint Standards II 12, VIII65 |
24:16:08:45 (3) 24:16:08:45 (6) |
Final exam, Poster presentations |
|
Overview of parent educational
programs that encourage and instruct parents so that they can participate in
their child’s education at home or school |
1 |
5 |
VII 90, 91 CEC-CED
Joint Standards I 5, II 14 |
24:16:07:01 (6) |
Final exam |
IV. Learning Experiences
• Lectures
• Group activities
• Videos
• Student presentations
• Guest speakers
V.
Documentation
1.
Two take-home examinations will be given during the
semester. The tests will contain short
answer and essay questions (100 points each).
2.
There are three written assignments in Word and a PowerPoint
presentation using an outline of the Family Systems. Students should create a new folder (if not
previously created) on the j: drive “public_html”.
A.
Prepare a 3 page report in MS Word incorporating the family
systems theory (Characteristics, Interaction, Functions, and Life Cycle)
regarding your own family. Your project will be evaluated for content, writing
style, and mechanics. Due Mar 3. (50 points) (Hand in rather than save in
public_html folder.)
B.
Prepare a 4 page report in MS Word about a novel of a family
and their child with special needs. These novels can be purchased in the
Augustana bookstore. You will incorporate the family systems theory along with
a description of the family’s progress through the grief cycle. (50 points) The
Word report should be saved in the public_html folder as “bookreport”. In addition, students will be assigned to a
group of 3 and prepare a class presentation in PowerPoint. The Word document and PowerPoint presentation
will be saved in the public_html folder as “book”.
C.
Interview parents who have a child with a disability and
prepare a 3 page report in MS Word and incorporate the family systems theory.
Due May 3. (50 points). Hand in rather
than place in public_html folder given confidential information provided by
parent(s).
3.
You and a partner will develop a newsletter in MS Word using
information about Augustana and accessibility. Due May 12. (25 points) This Word document should be saved in the public_html
folder as “newsletter”.
4.
Prepare a PowerPoint slide show presentation addressing
topics that would be beneficial to families.
Due May 15 (50 points). This PowerPoint presentation should be saved in
the public_html folder as “parenteducation”. Some ideas include:
Topics for parents of preschool
children:
Benefits of reading to children
(include how to read, appropriate books)
Discipline
Bedtime activities
Topics for parents of children in
grades K-5:
Benefits of reading to children
(include how to read, appropriate books)
Teaching children to love to read
Discipline
Homework
Topics for parents of children in
grades 6-8:
Handling stress
Building self-esteem
Topics for parents of children in
grades 9-12:
Alcohol and drug abuse
Preparing for college
General topics:
Nutrition
Exercise and Fitness
Parents of children with disabilities
IDEA laws,
Resources
VI. Class attendance and
participation.
Letter grades
will be assigned as follows:
A = 90-
100% of total points in class
B = 80
- 89
C = 70
- 79
D = 60
- 69
F = below
60
VII. Teacher
Education Developmental Portfolio
Students will be introduced to the
Teacher Education Developmental Portfolio in EDUC/SPED 110. Several class
meetings in EDUC/SPED 110 will be devoted to orienting students to the
developmental portfolio process.
Recommended
Artifacts:
Family Systems
Theory assignments
VII. Course
Information:
1. Required Texts:
Berger, E.H. (2004). Parents as partners in education: Families and schools working together. (6th edition).
Select one of
the following:
Dorris, M. (1989). The broken cord.
Forecki, Marcia C. (1985). Speak to me.
Ginsberg, D. (2002). Raising Blaze.
Grandin, T. (1995). Thinking in Pictures. Random Publisher.
Kaufman, S. (1999). Retarded isn’t stupid, Mom! (revised
edition).
Kranowitz, C. (1998). Out-of-Sync Child.
Colin, A. (1997). Willie. Penguin
2.
Class policies
·
Students are expected to attend all classes. Excessive absences will negatively impact the
final grade for the course.
·
Assignments are to be turned in on the date specified by the
instructor. Points will be deducted for late assignments.
·
Any students with disabilities who need reasonable
accommodation in this course are encouraged to speak with the instructor as
soon as possible.
·
Policies regarding academic integrity are outlined in the
Augustana student handbook and will be followed as outlined in the handbook.
VIII.
Major Theorist
Eugenia Berger
Schedule
and Instructional Materials:
|
PowerPoint |
Web links |
Study Guides |
Handouts |
Test |
|
|
Program for Infant/Toddler Caregivers Video: Dr. Brazelton, Vygotsky, |
Test 1 |
||
|
|
Children’s Rights Center (Divorce) The Divided Heart (Divorce) Kids in the Middle (Divorce) NJ Council for Children’s Rights (Divorce) Children and Divorce (Divorce) Project CRAFT (Culturally Responsive and Family Focused Training Presentation by Augustana Library on accessing Census 2000 data. |
|||
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|
|
||
|
|
Videos: Success with Parents: Positive Solutions & Confident Parent Conferences |
|
|
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|
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|
|
|
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|
|
IDEA Video: Going to School (USD Med School Lib Film) |
Chapter 9 |
|
|
|
Abused Child Video: Hear Their Cries and Bless Our Children |
Chapter 10 |
|
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|
Chapter 11 |
Chapter 11 |
|
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Class Schedule
|
Week |
Date |
Assignment |
Topic |
|
1 |
Feb 8 |
Introduction |
Course introduction
|
|
|
Feb 10 |
Read chapter 1 |
Brain Development |
|
2 |
Feb 12 |
|
Attachment |
|
|
Feb 15 |
|
Family System
theory |
|
3 |
Feb 17 |
|
Child Advocacy
& Describe PowerPoint Project |
|
4 |
Feb 22 |
Read chapter 3 and |
Working with
diverse families: Homeless, Poverty |
|
|
Feb 24 |
|
Working with
diverse families: Homeless, Poverty |
|
5 |
Mar 1 |
|
Divorce/Step
families |
|
|
Feb 3 |
Family System
theory paper due |
Considerations for working
with culturally diverse families |
|
6 |
Mar 8 |
Read chapter 4 |
Parent involvement |
|
|
Mar 10 |
|
Parent involvement Hand out the study
guide Chapter 5 |
|
7 |
Mar 15 |
Read chapter 5 |
One way
communication &Take Home Midterm |
|
|
Mar 17 |
|
PowerPoint
Presentations |
|
8 |
Mar 22 |
|
Hand out take home
exams |
|
|
Mar 24 |
Complete the take
home exam |
Turn in the take
home: Exam, exams not turned in by class period will not receive full credit |
|
10 |
Apr 5 |
Read Chapter 6 |
Meeting with parents Student led
conferences working with parents in meetings.
Hand out study guide Chapters 7- 8 |
|
|
Apr 7 |
Read chapter 7 and
complete study guide |
School based
programs |
|
11 |
Apr 12 |
Read chapter 8 and
complete the study guide |
Home based programs Meet in 001
Computer Lab for projects Hand out the study
guide Chapter 9 |
|
|
Apr 14 |
Read Chapter 9 and
complete the study guide |
Working with
Parents of children with special needs: Laws, Services |
|
12 |
Apr 19 |
PowerPoint Slide
Show on topic of choice for parents |
The Grieving
Process |
|
|
Apr 21 |
Newsletters are due |
Speaker-parent of
child with disabilities |
|
13 |
Apr 26 |
write a reaction
paper about a novel-incorporating family systems theory |
Small group discussions
regarding novel |
|
14 |
May 3 |
write about an
interview of a family who has child with disabilities-incorporating family
systems theory |
Small group
discussions to share information from interviews Hand out the study
guide Chapter 10 |
|
|
May 5 |
Read Chapter 10 and
complete the study guide |
Reporting child
abuse |
|
15 |
May 10 |
Read chapter 11 and
complete the study guide |
Child abuse: Hand
out study guide Chapter 11 |
|
|
May 12 |
|
Rights,
Responsibilities for all students Hand out the take
home final exam |
|
|
May 17 |
Handout Final exam |
|