Parents and Families of Students With Special Needs

Collaborating Across the Age Span

Vicki A. McGinley, Melina Alexander, Vicki A. McGinley, Melina Alexander

• Publisher: SAGE Publications, Inc
• Year: 2017
• Print ISBN: 9781506316000
• eBook ISBN: 9781506315997
• Edition: 1
• Topic: Bildung
• Subtopic: Inklusive Bildung

Parents and Families of Students With Special Needs: Collaborating Across the Age Span teaches students the skills they need to effectively collaborate with parents and families to ensure a child?s success in the classroom. The text takes a lifespan approach with a special emphasis on the critical transition points in a child's life. Information is provided on what can be seen at each stage of an individual with disabilities' development, and addresses the concerns and needs that families may have during these unique phases of growth. The authors provide an in-depth discussion of how parents and families are affected by particular disabilities, family system theory, the laws that affect individuals with disabilities, and assessments for individuals with disabilities. Chapters written by academics and professionals who are also parents of students with special needs bring a diverse range of voices into the narrative. 

1 Defining the Family

Tara S. Guerriero West Chester University of Pennsylvania

“What’s in a name? That which we call a rose by any other name would smell as sweet.”

—William Shakespeare (in Romeo and Juliet)

Learning Objectives

The purpose of this chapter is to better understand the complexities associated with family structures. After reading this chapter, you will be able to:

1. Identify and define childhood living arrangements as they relate to the caretaker/parent structure.
2. Identify and define the different types of families and understand the complexities associated with defining a family.
3. Identify unique familial circumstances that may influence education.

What defines a family? The concept of the family is important when trying to better understand children and their educational needs. The circumstances surrounding families are complex, and the first step to understanding the living arrangements of children and defining different types of families and family structures is to understand the terminology that is associated with the concept of “family,” including family, family household, and family group. The United States Census Bureau (n.d.) defines family in part as “a group of two people or more (one of whom is the householder) related by birth, marriage, or adoption and residing together; all such people (including related subfamily members) are considered as members of one family.”

While this may be a formal definition for the term “family,” what does a family mean in reality, through the eyes of the child, or through the eyes of the school system? A family means something different to each person. Each child that enters the school system comes with a different experience surrounding family, and it is the responsibility of those who work with children to understand how those differences can influence the child. The role of the family in life, and more specifically in education, is complicated and looks different for every child.

To further appreciate the complexity surrounding the “family,” it is necessary to fully understand what a child may view as his or her family. Would a child consider all members living in his or her household members of the family? The U.S. Census Bureau (n.d.) defines a family household in part as

a household maintained by a householder who is in a family, and includes any unrelated people who may be residing there… the family household members include all people living in the household, whereas family members include only the householder and his/her relatives.

Would children understand the technical distinction between a family and a family household? Or would children consider any individual living in their house a member of their family? There is no simple answer to this question because it may be different for each child. To increase the complexity even further, the term “family group” is defined by the U.S. Census Bureau (n.d.) as

any two or more people (not necessarily including a householder) residing together, and related by birth, marriage, or adoption. A household may be composed of one such group, more than one, or none at all. The count of family groups includes family households, related subfamilies, and unrelated subfamilies.

What is the distinction among a family, a family household, and a family group? Further, is it necessary for educators to understand the differences among the three terms? For the majority of families, there is no distinction; each term refers to the same group of people. However, for many children, the three terms diverge, and the concept of “family” becomes more complex. There are many different combinations that can exist in one household, and it may be important to consider how these three terms relate to one another. “Families and living arrangements in the United States have changed over time…it is difficult to talk about a single kind of family or one predominant living arrangement in the United States” (Vespa, Lewis, … Kreider, 2014, p. 1). In response, it is necessary for the school system to consider the different faces and attributes of “family” and relate to both children and the family accordingly.

In conjunction with understanding the structure of the family, it is necessary to be clear on who is deemed a “parent” according to both the Family Educational Rights and Privacy Act of 1974 (FERPA; U.S. Department of Education, n.d.), a law governing the privacy associated with the access and dissemination of educational records, as well as the Individuals with Disabilities Education Act (IDEA) 2004, a law governing special education, because these definitions determine who has access to a child’s educational records and who can make educational decisions for a child. FERPA defines a parent as “a parent of a student and included a natural parent, a guardian, or an individual acting as a parent in the absence of a parent or a guardian” (34 CFR 99.3, Authority: 20 U.S.C.1232g). FERPA further states that

An educational agency or institution shall give full rights under the Act to either parent, unless the agency or institution has been provided with evidence that there is a court order, state statute, or legally binding document relating to such matters as divorce, separation, or custody, that specifically revokes these rights. (34 CFR 99.4, Authority: 20 U.S.C.1232g)

According to IDEA (U.S. Department of Education, 2004), a “parent” means the following:

• A biological or adoptive parent of a child;
• A foster parent, unless state law, regulations, or contractual obligations with a state or local entity prohibit a foster parent from acting as a parent
• A guardian generally authorized to act as the child’s parent, or authorized to make educational decisions for the child (but not the state if the child is a ward of the state);
• An individual acting in the place of a biological or adoptive parent (including a grandparent, stepparent, or other relative) with whom the child lives, or an individual who is legally responsible for the child’s welfare; or
• A surrogate parent who has been appointed in accordance with Sec. 300.519 or section 639(a)(5) of the Act. (Section 300.30, a1–a5)

The Role of the Family in a Child’s Education

Educators may find themselves wondering why it is so important to focus on a child’s living arrangement or family when it is the child who is being educated in the school system. In reality, the familial experiences that children carry to school are often the cornerstones behind their approach to the world of education, either positively or negatively. It is often just as important for a family to be engaged in the educational process as it is for the child. This engagement is especially crucial for families of children with disabilities, as the family plays a vital role in the educational team that makes educational decisions for the child. The family’s engagement and, subsequently, the child’s education may be greatly enhanced if the family dynamics are adequately considered and addressed. It is the responsibility of the school system to ensure that each child has the opportunity to grow and thrive regardless of family structure or the family’s desire or ability to be engaged in the child’s education. Boberiene (2013) indicated the following:

Studies of family engagement in education reveal large associations between family involvement and success for students in elementary and secondary school levels. Family engagement also improves classroom dynamics: It is associated with increased teacher expectations, better student–teacher relationships, and more cultural competence. When parents collaborate with teachers and make real-world connections to students’ learning, students show improved motivation, increased achievement, and higher graduation rates. (p. 349)

The U.S. Department of Education (Noel, Stark, … Redford, 2015) conducted a survey that indicated the following statistics about the nature of parent participation and involvement with the school system:

• 87% percent of the parents participated in parent/teacher organizations or general school meetings.
• 76% percent of the students’ parents reported that they regularly attended parent/teacher conferences.
• 74% of the students’ parents reported that they had attended a school or class event.
• 58% of the students’ parents reported that they had participated in some type of school fundraising effort.
• 42% of the students’ parents reported that they had volunteered at the school or served on a committee.
• 33% of the students’ parents reported that they had met with their child’s guidance counselor.

The survey further provided information about school communication with parents and indicated the following:

• 87% of the students’ parents indicated that they had received newsletters, memos, e-mail, or notices addressed to all parents from their child’s school.
• 57% of the students’ parents indicated that they had received written communication (notes or email) from the school that was specific to their child.
• 41% of the students’ parents indicated that they had received communication by telephone.

Further, the National Longitudinal Transition Study 2 (Newman, 2005) examined family involvement in families of children with disabilities between the ages of 13 and 17 and indicated the following level of school participation (outside of involvement in IEP meetings):

• 77% of the students’ parents indicated that they attended school meetings.
• 73% of the students’ parents indicated that they attended parent–teacher conferences.
• 62% of the students’ parents indicated that they attended school or class events.
• 23% of the students’ parents indicated that they volunteered in some capacity at school.
• Overall, 93% of the students’ parents indicated that they participated in at least one of these school-related activities.

Aside from taking into consideration the familial experiences of children, it is also imperative that teachers take into account the many ways in which family dynamics are woven into the curriculum or school culture. The following are just a few of the most typical examples: back-to-school night; parent/teacher conferences; parent/teacher organizations; parent volunteers within the classroom or on field trips; parent responsibility for signing assignment notebooks, tests, or report cards; and school projects or assignments that are born out of the family structure (such as the development of a family tree or the development of a Punnett Square that identifies eye color).

The role of the family becomes increasingly critical and more complex when working with children with disabilities. The family then becomes an instrumental part of the educational team that determines the direction of the child’s education and the development of the individualized education program (IEP). Among other means of participation, families will likely be involved in interviews and meetings in which they act as a resource in providing information about their child, the development of educational goals, and the determination of the best possible route for instruction. According to the Individuals with Disabilities Education Act (IDEA) 2004, it is legally mandated that “Each public agency must take steps to ensure that one or both of the parents of a child with a disability are present at each IEP team meeting or are afforded the opportunity to participate” (U.S. Department of Education, 2004, Section 300.322, a). If the role of the family and the nature of the family structure aren’t taken into account by teachers or the school system in these and other instances, children may not be able to be successful in the school environment.

Identifying and Defining Children and the Family

The primary source of definitions and data for this chapter comes from the U.S. Census Bureau (see Appendix) because it provides the most comprehensive information surrounding childhood living arrangements, households, and families. The U.S. Census Bureau reports data from the perspective of the designated household...

Table of contents

• Cover
• Half Title
• Acknowledgements
• Title Page
• Copyright Page
• Brief Contents
• Detailed Contents
• Preface
• Acknowledgments
• About the Authors
• About the Editors
• Section I Foundations, Definition, and Assessment
• 1 Defining the Family
• 2 Family Systems Theory
• 3 Families of Children at Risk for Disability
• 4 Laws That Support Families
• 5 The Professionals and Their Roles
• 6 Assessment to Research-Based Intervention: Providing Families Support
• 7 Siblings of Children With Disabilities
• Section II Working with Families of Children With Disabilities Across the Lifespan
• 8 Working With Families Of Children With Disabilities Across The Lifespan
• 9 Birth Through Age 5
• 10 The Primary School Years
• 11 Secondary School Years
• 12 Postschool
• Epilogue
• Glossary
• References
• Index