Chat with us, powered by LiveChat Given what you have learned from the required readings and videos, you will?develop a debate representing two different views of parents.? One v | WriteDen

Given what you have learned from the required readings and videos, you will?develop a debate representing two different views of parents.? One v

 

  1.  Given what you have learned from the required readings and videos, you will develop a debate representing two different views of parents. 
  2. One view will represent parents that are predominantly responsible for the education of their children and that teachers play a supportive role in the students’ education. 
  3. The second view will represent that teachers are predominantly responsible for the education of their students and that parents play a supportive role in their child’s education. 
  4. Conduct a written debate representing both sides. This means you will not be giving your opinion but reasons supporting why parents would feel both ways. 
  5. Be sure to reference the readings and/or videos to support your statements. 

***Remember, the purpose of this assignment is to argue both sides from a neutral standpoint. It should not include your personal opinion.

resources: https://iris.peabody.vanderbilt.edu/module/fam/

and pdf attached at the bottom 

1

Working with Families of Children with Special Needs: Family and Professional Partnerships and Roles, 1e © 2012 Pearson Education, Inc.

All rights reserved.

HISTORICAL AND CURRENT PERSPECTIVES OF FAMILY

INVOLVEMENT

Chapter 2

Working with Families of Children with Special Needs: Family and Professional Partnerships and Roles, 1e by Nancy M. Sileo and Mary Anne Prater

© 2012 Pearson Education, Inc. All Rights Reserved.2

Objectives  Outline major historical efforts that promoted family’s

involvement in their child’s education.  Describe current perspectives and models of parental

involvement.  Define parent involvement mechanisms and barriers to

school involvement.  Describe profiles of families unique to those with children

with special needs.

Working with Families of Children with Special Needs: Family and Professional Partnerships and Roles, 1e by Nancy M. Sileo and Mary Anne Prater

© 2012 Pearson Education, Inc. All Rights Reserved.3

Historical Perspective Treatment of Individuals with Disabilities

 Philosophical influences  John Locke (1632-1704)  Jean-Jacques Rousseau (1712-1778)  Jean Piaget, Maria Montessori, John Dewey, and Lev Vygotsky

 Advocacy  U.S. President’s Panel on Mental Retardation (1962)  Special Olympics (1968)

 Legal protection

2

Working with Families of Children with Special Needs: Family and Professional Partnerships and Roles, 1e by Nancy M. Sileo and Mary Anne Prater

© 2012 Pearson Education, Inc. All Rights Reserved.4

Historical Perspective Family Involvement in Education

 Families and schools  18th – 19th centuries, private institutions  19th – 20th centuries, public institutions  “By the 1950s, teachers typically held the view that they were the

educators and parents should support their efforts (Anafara, 2008).”

 Laws  Federal law mandated parent involvement in schools (Elementary and

Secondary Education Act of 1965).  Parents are required to serve on school advisory boards and to participate

in classroom activities (No Child Left Behind, Title 1, 2002).

Working with Families of Children with Special Needs: Family and Professional Partnerships and Roles, 1e by Nancy M. Sileo and Mary Anne Prater

© 2012 Pearson Education, Inc. All Rights Reserved.5

Current Perspectives of Family Involvement

 Overlapping spheres of influence  Although school and home provide different contexts for learning, parents

and educators in both settings can support student achievement.  Epstein’s (1995) model of parent involvement includes parenting,

communicating, volunteering, learning at home, decision making, and collaborating with the community.

 Model of parent involvement  Parents’ beliefs about their ability to support education influence their level

of involvement.  Parents construct roles for themselves based on their beliefs about their

ability to become involved in their child’s academic lives.  Parents’ perceptions of invitations for involvement affect their level of

involvement.  Circumstances of parents’ lives will influence school involvement.

Working with Families of Children with Special Needs: Family and Professional Partnerships and Roles, 1e by Nancy M. Sileo and Mary Anne Prater

© 2012 Pearson Education, Inc. All Rights Reserved.6

Current Perspectives of Family Involvement

(continued…)  Parent involvement mechanisms

 Modeling: Parents model school-related behaviors that help their children learn to value education.

 Reinforcement: Parents’ reinforcement of academic behavior motivates their children to expend effort to learn.

 Direct instruction: Parents’ instruction at home helps students advance academically.

 Barriers to school involvement  School factors  Family/cultural factors

3

Working with Families of Children with Special Needs: Family and Professional Partnerships and Roles, 1e by Nancy M. Sileo and Mary Anne Prater

© 2012 Pearson Education, Inc. All Rights Reserved.7

Profiles of Families of Children with Special Needs

 Financial stress

 Social stigmatization

 Emotional difficulty and stress

Working with Families of Children with Special Needs: Family and Professional Partnerships and Roles, 1e by Nancy M. Sileo and Mary Anne Prater

© 2012 Pearson Education, Inc. All Rights Reserved.8

Summary  Historically parents have been granted opportunities for participation in their child’s

education based on philosophical influences, advocacy, and legal protection.  Although a relatively recent practice, today parents play a crucial role in the education of

their children.  Students are impacted by overlapping spheres of influence which include home, school,

friends, and community.  Epstein identified six types of parent involvement to be: parenting, communicating,

volunteering, learning at home, decision making, and collaborating with the community.  Parent participation is influenced by their beliefs about their abilities, perceptions of

invitations for involvement, and life circumstances.  Parents help their children improve academically by modeling school-related behaviors,

reinforcing academic behavior, and directly teaching skills.  Barriers exist that prevent parents from participating, such as cultural mismatch between

family and school personnel, and parents misunderstanding their role in partnership with the school.

 Parents of children with disabilities are often impacted with financial stress, social stigmatization, and stress which may influence their ability to participate in their child’s education.

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