- Author:
- Robin Dodds
- Subject:
- Early Childhood Development, Special Education
- Material Type:
- Module
- Level:
- Community College / Lower Division, College / Upper Division, Graduate / Professional
- Tags:
- License:
- Creative Commons Attribution Non-Commercial Share Alike
- Language:
- English
- Media Formats:
- Video
Supporting Children who are Dual Language Learners
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:
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.
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.
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.
Experiences of Diverse Families
What do Diverse Families of Young Children with Disabilities Experience in Education and Healthcare?
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.
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.
IDEA | IEE | IEP | IFSP |
504 Plan | AAC | AT | FAPE |
LRE | LEA | RSP | SDC |
SELPA | SLP | NCLB | FERPA |
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