Building Relationships with Families - Essay Example

Building Relationships with Families Student’s Name: Instructor’s Name: Course Code & Name: Date of Submission: Building Relationships with Families Education and learning is a continuous process, dictating the need of full cooperation of all the stakeholders concerned. The establishment of a good relationship between the parent and teacher, parent and student, student and student and student and teacher is very important in ensuring that the learning process take place effectively. However, a special concern is necessary when it comes to the education of children with disabilities. Due to their special condition, it is necessary to raise the professional levels while teaching them so as to ensure that they have an equal opportunity of undergoing education Among the major factors that contribute to the efficiency of the support given to children with disabilities is the establishment of an effective relationship between parents of a child with disabilities and the professionals involved. The following essay looks at the strategies of establishing a god relationship between the professionals and parents of children with disabilities and the reason as to why these relationships are important. One of the most effective means of establishing an effective relationship between the parents of children with disabilities and professionals is the creation of a positive social setting between the professionals and the parents (Grace, Llewellyn, Wedgewood, Fenech & McConnell, 2008). This setting provides an avenue for positive interactions and engagement. Due to the fact that each and every child with disability is unique in his or her own way, it is important that a social setting which ensures that the exact condition of the child is understood fully (Jung, 2007).). Moreover, the parents of children with disabilities and professionals for instance teachers and medics have a different perspective from which they look at a situation. Ensuring that all these perspectives are brought together and integrated towards the support of disabled child is propagated by a conducive social environment. Among the factors that are facilitated by a positive social setting includes communication and engagement. Communication of ideas and proposals in a good social setting ensures that there is a free flow of information to and from the professionals. The free flow of information ensures that there is a shared common ground with respect to the support of the child. The shared ground / knowledge ensures that there is a concerted effort by both the professionals and parents taking for instance a school setting, it is important that a positive social interaction is effected by a teacher so as to ensure that the educational concerns of the disabled child are put under consideration. It is a common phenomenon for parents with disabled children to build a social wall around them and their children which prevent other people from coming into their lives (Patterson, 2002). However, a positive social interaction makes it possible for the parent to realize that the concerns of the child are no solely his/ hers, but it is a collective responsibility between the parents and the teachers. A major benefit of the positive social interaction and engagement between the teacher and the parent is that there is mental development on the abilities of the child, since a good education environment is created (Moore, Koger, Blomberg, Legg, McConaby, Wit & Gatmaitan, 2012).). The positive social, engagement ensures that the teacher is supported by the parent and vice versa hence leading to both working towards the educational and social support of the child. Another strategy of ensuring that there is an establishment of a good relationship between the professionals and the parents of disabled children is by the establishment of a collaborative teamwork. A collaborative team work ensures that the professionals and the parents work in harmony towards providing support to the disabled children. At first, this is hard due to the varying perspectives which both parties hold. However, with the professionalism of the professionals concerned, it is possible to lure the parents into a team work. The first thing which professionals must do is to gain the trust of the parents (Dunlap & Fox, 2007). This is very essential when it comes to dealing with children with disability since many parents tend to have an attachment with their children, failing to allow any entry of third party persons into the upbringing of the child. For this reason, ensuring that the parents can trust a professional is undoubtedly the most vital step towards establishing teamwork between the parents and the teachers. Some of the actions which professional may adopt while trying of establish a teamwork with the parents include the following ;creation of a common goal, sharing the vision and mission of the children and involving the parents in the support of their children , may it be medical, educational or social. Another strategy which professionals use in establishing an effective relationship between the professionals and parents is by incorporating and empowering families in the support of the disabled children (Worcester, Teresa, Mendez, Raffaele & Harlold, 2008). For example, teachers may indicate ways in which families may get involved in the educational support of their disabled children. On the other hand, medics may teach families on basic first aid measures, physiotherapy and physical exercises which they may use on their children. The collective involvement of the family unit of a disabled child ensures that it gives the child a chance to learn from many people and builds on self esteem since he/ she is given a loving environment. On a further note, incorporation of the families of disabled children in the support of their children enables the professionals to establish a good relationship with the parents (Popp & Wilcox,2012). With the relationship, they can work on finite details such as the social aspects of the child and child development. Another strategy which professionals use in establishing a good relationship with the parents of the disabled children is by following up on the progress of the child. The development of the child with respect to social, physical and mental abilities of a disabled child is facilitated by a continuous follow up o the development of a child. For this reason, it is essential that professionals maintain a good record system which takes note of important developments of the child (Woods & Lindeman, 2008). For instance, it is important that a teacher maintains the records of the performances of a child. This enables him / her to assess the development of the learning and social abilities of the child. On the other hand, a doctor / physician may be able to establish a good relationship with the parents if he / she avails himself for consultation every time the child visits the hospital. It is recommended that a good record system be kept so as to give the different medical professionals the ability to monitor the developments of a child. The continuous follow up of a disabled child gives the parent some confidence on the commitment of the professionals in the support of their children. After a follow up, it is important that the professional gives the parents a report of the progress of their children. This report gives the parent a chance to know the progress of the development of their children (Basu, Salisbury & Thorkildsen, 2010). Other strategies which can establish a good relationship between the parent and the professionals is by the professionals providing assistance to the parents on pertinent issues. For instance, the professionals may give advice to the parents on the most appropriate practices while supporting their children, providing the parents with advice on where they can get access to special services among others. Another strategy which the professionals use in establishing a relationship between them and parents is by engaging parents and professionals in social forums which give them a chance to exchange ideas. It is also important that parents who have children with disabilities exchange ideas and opinions on their experiences with their children. The exchanges are supposed to be with the guidance of a professional who give professional advice on the issues under discussion (Worcester, Teresa, Mendez, Raffaele & Harlold, 2008). This move enables the parents to acknowledge the fact that they are living with disabled children, hence enabling them to accept their situation after which they work with the professionals towards providing the best possible support care to their children. In conclusion the importance of the establishment of a good relationship between the professionals and the parents is important in providing a good environment for providing support services to the child. The responsibility of the professionals in the establishment of this relationship is high. This is due to the fact that the professional have the training to deal with the parents of disabled children in addition to the children. The essay has identified various strategies in which professionals can establish a good relationship with the parents. Several strategies which the professional use in establishing this relationship is by the creation of a positive social engagement and interaction between the parents and professionals, establishment of a collaborative teamwork between the stakeholders concerned, the empowerment of the families in the support of the disabled children and building trust with the parents References Basu, S., Salisbury, C & Thorkildsen, (2010). Measuring Collaborative Consultation Practices in Natural Environments, Journal of Early Intervention, 32(2); 127-150. Grace, R., Llewellyn, G., Wedgewood, N., Fenech, M., & McConnell, D., (2008). Far From Ideal Everyday Experiences of Mothers and Early Childhood Professionals Negotiating an Inclusive Early Childhood Experience in the Australian Context, Topics in Early Childhood Education, 28 (1); 18-30 Jung, L., ( 2007). Writing Individualized Family Service Plan Strategies thet Fit Into the Routine. Young Exceptional Children, 10, (2) ; Moore, L., Koger, D., Blomberg, S., Legg, L., McConaby, R.M Wit, S., & Gatmaitan, M.,(2012). Making Best Practice Our Practice Reflections on Our Journey Into Natural Environments, Infants & Young Children.25 (1) ;95–105 Patterson, J (2002). Understanding Family Resilience, Journal of Clinical Psychology, 58(3); 233-246 Popp, T., & Wilcox, J.,2012. Capturing the Complexity of Parent–Provider Relationships in Early Intervention, Infants & Young Children, 25(3); 231-231 Woods, J., & Lindeman, D., (2008). Gathering and Giving Information with Families, Infants and Young Children, 21(4); 272-284 Worcester, J., Teresa, N., Mendez, T., Raffaele, L., & Harlold, R. (2008). Giving Voice to Parents of Young Children with Challenging Behavior, Exceptional Children, 74 (4); 509-26 Read More

Another strategy of ensuring that there is an establishment of a good relationship between the professionals and the parents of disabled children is by the establishment of a collaborative teamwork. A collaborative team work ensures that the professionals and the parents work in harmony towards providing support to the disabled children. At first, this is hard due to the varying perspectives which both parties hold. However, with the professionalism of the professionals concerned, it is possible to lure the parents into a team work.

The first thing which professionals must do is to gain the trust of the parents (Dunlap & Fox, 2007). This is very essential when it comes to dealing with children with disability since many parents tend to have an attachment with their children, failing to allow any entry of third party persons into the upbringing of the child. For this reason, ensuring that the parents can trust a professional is undoubtedly the most vital step towards establishing teamwork between the parents and the teachers.

Some of the actions which professional may adopt while trying of establish a teamwork with the parents include the following ;creation of a common goal, sharing the vision and mission of the children and involving the parents in the support of their children , may it be medical, educational or social. Another strategy which professionals use in establishing an effective relationship between the professionals and parents is by incorporating and empowering families in the support of the disabled children (Worcester, Teresa, Mendez, Raffaele & Harlold, 2008).

For example, teachers may indicate ways in which families may get involved in the educational support of their disabled children. On the other hand, medics may teach families on basic first aid measures, physiotherapy and physical exercises which they may use on their children. The collective involvement of the family unit of a disabled child ensures that it gives the child a chance to learn from many people and builds on self esteem since he/ she is given a loving environment. On a further note, incorporation of the families of disabled children in the support of their children enables the professionals to establish a good relationship with the parents (Popp & Wilcox,2012).

With the relationship, they can work on finite details such as the social aspects of the child and child development. Another strategy which professionals use in establishing a good relationship with the parents of the disabled children is by following up on the progress of the child. The development of the child with respect to social, physical and mental abilities of a disabled child is facilitated by a continuous follow up o the development of a child. For this reason, it is essential that professionals maintain a good record system which takes note of important developments of the child (Woods & Lindeman, 2008).

For instance, it is important that a teacher maintains the records of the performances of a child. This enables him / her to assess the development of the learning and social abilities of the child. On the other hand, a doctor / physician may be able to establish a good relationship with the parents if he / she avails himself for consultation every time the child visits the hospital. It is recommended that a good record system be kept so as to give the different medical professionals the ability to monitor the developments of a child.

The continuous follow up of a disabled child gives the parent some confidence on the commitment of the professionals in the support of their children. After a follow up, it is important that the professional gives the parents a report of the progress of their children. This report gives the parent a chance to know the progress of the development of their children (Basu, Salisbury & Thorkildsen, 2010). Other strategies which can establish a good relationship between the parent and the professionals is by the professionals providing assistance to the parents on pertinent issues.

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