Author:
Robin Dodds
Subject:
Early Childhood Development, Special Education
Material Type:
Module
Level:
Community College / Lower Division, College / Upper Division, Graduate / Professional
Tags:
  • AEM
  • Accessibility
  • Accessible Educational Materials
  • BranchED-fofbi
  • BranchEd
  • Cultural Awareness
  • Early Childhood Development
  • Special Eduaction
  • accessibility
  • accessible-educational-materials
  • aem
  • branched-fofbi
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English
    Media Formats:
    Video

    Bridging the Transition from EI to Preschool Unit 2: Cultural Awareness and Developing Partnerships with Families

    Bridging the Transition from EI to Preschool Unit 2: Cultural Awareness and Developing Partnerships with Families

    Overview

    Objectives: CA ECSE TPEs

    1.5 Communicate effectively & in a culturally & linguistically appropriate manner with families & other service providers to facilitate & strengthen ongoing partnerships & collaborations that can support young children’s learning goals & outcomes.

    2.2 Promote children’s access, learning & participation in a variety of environments using models of support​ ​that​ ​are​ ​strengths-​ ​based, ​​family-centered, ​ ​and​ ​culturally & linguistically​ ​responsive.

    6.7 Effectively​ ​articulate​ ​the​ ​rationale​ ​for​ ​instruction​ ​and​ ​intervention​ ​plans​ ​through culturally & linguistically appropriate verbal​ ​& ​written​ ​communications​ ​to and with​ ​family​ ​members, ​ ​other​ ​service​ ​providers, administration, ​ ​&​ ​other​ ​stakeholders.

    Introduction to the Module and Unit

    Introduction to the Module and Unit: 

    This goal of this course is to introduce learners to the experiences of families of young children with disabilities, the ways culture and family systems can impact family functioning and how to develop effective family professional partnerships for optimal education outcomes across the transition from early intervention to preschool programs. The course is intended to supplement existing coursework in California Early Childhood Special Education credential programs and provide professional development to child development and early childhood education personnel. This is the second unit in the three-unit series. Unit one can be found here: https://www.oercommons.org/courseware/lesson/82876/student/316707

    Audience: 

    The intended audience of this course is instructors in teacher education programs who train educators to work with young children.

    Length of course:

    This resource has been designed as part of a 3-week series to be completed sequentially.

    Unit-level outcomes: 

    While engaging with this unit, learners will learn to:

    1. Communicate effectively and in a culturally and linguistically appropriate manner with families and other service providers to facilitate and strengthen ongoing partnerships and collaborations that can support young children’s learning goals and outcomes.

    2. Promote children’s access, learning and participation in a variety of environments using models of support​ ​that​ ​are​ ​strengths-​ ​based, ​​family-centered, ​​and​ ​culturally and linguistically​ ​responsive.

    3. Effectively​ ​articulate​ ​the​ ​rationale​ ​for​ ​instruction​ ​and​ ​intervention​ ​plans​ ​through culturally- and linguistically-appropriate verbal​ ​and​ ​written​ ​communications​ ​to and with​ ​family​ ​members, ​ ​other​ ​service​ ​providers, administration, ​​and​ ​other​ ​stakeholders. 

    Technology requirements:

    The lesson requires:

    • Access to a computer in and outside of the classroom

    • Reliable internet connection to support video streaming

    Cultural Self- Awareness, Cultural Humility and Effective Communication

    Title Image: "The Family Picture : Parents and Two Daughters" by Faisal Akram Ether is licensed under CC BY-SA 2.0

    Schools and service provision models tend to operate using an Anglo-American middle-class set of values. If you have been raised with similar values, coming from an Anglo-American middle-class background, you may not notice this. However, if your culture, language or socioeconomic conditions differ from Anglo-American middle class, you will likely notice that school and service system values clash with your own sometimes. To become aware of your own cultural values, instilled in your childhood and the values you may have adopted as part of your teacher training and teaching experience, will allow you to better connect with families who may hold different beliefs and values.

     

    What does it mean to Practice Cultural Humility?

    Watch the video below and reflect on why Cultural Humility may enable better realtionships with the families you serve.

    Cultural Humility

     

     

    Experiences of Diverse Families

    What do Diverse Families of Young Children with Disabilities Experience in Education and Healthcare?

    Two Families with Toddlers
    My Family and Athif's Family by Emran Kassim_Attribution 2.0 Generic (CC BY 2.0)_https://www.flickr.com/photos/emrank/3056795703

    Read the article titled, "Perceptions, Experiences, and Needs of Parents of Culturally and Linguistically Diverse Children with Autism: a Scoping Review" attached in resources:

    Papoudi, D., Jørgensen, C.R., Guldberg, K. et al. Perceptions, Experiences, and Needs of Parents of Culturally and Linguistically Diverse Children with Autism: a Scoping Review. Rev J Autism Dev Disord 8, 195–212 (2021). https://doi.org/10.1007/s40489-020-00210-1

    Serving Culturally and Linguistically Diverse Parents and Young Children

    Supporting Children who are Dual Language Learners and their Families

    Read the handout attached in the resources from the Head Start Early Learning and Knowledge Center. It can also be accessed through this link: https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/ttk-supporting-dll.pdf Although this resource focuses on the transition to Kindergarten, the adaptations and suggested practices are very much applicable to professionals working in Early Intervention and Early Childhood Special Education.

     

    Apply your Knowledge of Family Partnership (Activity)

    Least Restrictive Environment (LRE) is an important principle in the development of a program of supports and services for students with disabilities. Parent participation has been strengthened with each reauthorization of IDEA.

    Teacher working with young student
    "A young client, Kompong Som" by Exceed Worldwide is licensed under CC BY-NC 2.0

    How might you (as part of the IEP team) include parents who do not speak English and may not fully understand their rights in decisions around educational placement? What if the parents want their child to be in a self-contained class because they think that their teacher will have more experiences with students like their child or that they are afraid of their child being bullied?

    Describe your ideas in a 2-3 paragraph "Quick Write" essay. Use examples to support your assertions.

    Are you Fluent in SPED? (Assessment)

    Look at the list of Special Education acronymns below, recall their full name and meaning (or look it up), and then describe about how you would define them for a family hearing them for the first time.

     

    IDEAIEEIEPIFSP
    504 PlanAACATFAPE
    LRELEARSPSDC
    SELPASLPNCLBFERPA

     

    Scoring Rubric                                                                                   

    Novice Level: 7 or fewer correct with few concise, clear descriptions

    Progressing Level: 8-11 correct with some concise, clear descriptions

    Proficient Level: 12-15 correct with mostly concise, clear descriptions

    Expert Level: 16 correct with concise, clear descriptions