A unique aspect of the field of special education is the strong emphasis on teachers and families working together to provide students with an appropriate education. The primary rationale is that students with disabilities have more success when teachers and families partner to provide an appropriate education to them. A major barrier, however, is that many teachers have not received appropriate professional development related to how to be a partner and what they can do to gain families’ trust. This course will overcome that barrier. You will first build a foundation involving key definitions, legal requirements, goals, needs, and benefits. Upon this foundation, you will gain insight into how parent roles have evolved over the last 75 years to get us to today’s expectation for trusting partnerships. Next, you will learn research-based principles and actions you can take pertaining to trusting practices. Lastly, you will review practical evaluation tools that you can use to assess satisfaction with trusting partnerships—your own satisfaction and the satisfaction of the families you serve. Throughout this course, the word “teacher” is used as a broad term to include special education teachers, general education teachers, and paraprofessionals.
Section 1: Introduction A. About This Course B. Learning Objectives Section 2: Rationale for Enhancing Trusting Family-Teacher Partnerships A. Introduction B. Definition of Family C. Definition of Trusting Family-Professional Partnerships D. IDEA Expectations and Requirements for Trusting Partnerships E. Goal of Trusting Partnerships F. Research Documentation of Needs G. Research Documentation of Benefits H. Review I. Summary Section 3: Historical Overview of Family Roles A. Introduction B. Parents as Recipients of Professionals’ Decisions C. Parents as Organization Members D. Parents as Service Developers and Providers E. Parents as Political Advocates F. Parents as Holders of Educational Rights G. Parents and Teachers as Trusted Partners H. Review I. Summary Section 4: Principles of Trusting Partnerships A. Introduction B. Research Background C. Communication D. Professional Competence E. Respect F. Commitment G. Equality H. Advocacy I. Trust J. Review K. Summary Section 5: Assessing Satisfaction with Trusting Partnerships A. Introduction B. Self-Assessment C. Family Assessment D. Review E. Summary Section 6: National Resource Networks Focusing on Families A. Introduction B. Parent Networks Focused on IDEA Education C. Parent Training and Information Centers D. Community-Based Parent Resource Centers E. A National Network for Emotional and Informational Support F. Review G. Summary Section 7: Conclusion A. Summary B. Course Contributors C. Resources D. References E. Congratulations! F. Exam
Ann Turnbull has been a teacher of students with developmental disabilities, university professor, researcher, and advocate for individuals with disabilities, their families, and service providers for 4 ½ decades. She is an Emerita Distinguished Professor of Special Education and Co-director of the Beach Center on Disability at the University of Kansas. The Beach Center is a vital hub of national and international research and professional development on contemporary issues impacting the quality of life for individuals with disabilities and their families. She has authored 35 books, including 2 leading textbooks in the field of special education. She has also authored over 275 articles and chapters. In 1999, she was selected by the National Historic Preservation Trust in Developmental Disabilities as one of 36 individuals who “changed the course of history for individuals with intellectual disabilities in the 20th century.” She was selected in 1990 for the Rose Fitzgerald Kennedy International Leadership Award. In addition to her professional credentials, she is the parent of three children, one of whom, Jay (1967-2009), was an adult son with multiple disabilities. Ann describes Jay as having an "enviable life" in terms of his inclusion; productivity; and contributions to his family, friends, and community. Ann is recognized within the professional special education field as a leading family researcher on the topics of family-professional partnerships, family support, and family quality of life. She is simultaneously recognized within national and international family networks as a visionary and relentless family advocate and leader. Disclosure: Ann Patterson Turnbull, Ed.D. discloses the following potential conflict of interests/commercial interests: Relevant Non-Financial Relationship with Pearson Publishing as Co-Author of 2 Books: Exceptional Lives 8th Ed., Families, Professionals, and Exceptionality 7th Ed. All of the relationships listed for this individual have been mitigated.Instructor: H Rutherford Turnbull, III
Rud Turnbull is a university professor, researcher, consultant, and advocate in the field of developmental disabilities. He is Co-founder and Emeritus Co-director of the Beach Center on Disability at the University of Kansas. He is an Emeritus Distinguished Professor in special education and was Courtesy Professor of law at the University of Kansas. His research has addressed nearly 20 different issues of disability policy and has qualified him to be an expert witness before Congressional committees and draftsman of state and federal statutes, regulations, and proclamations. Until January 7, 2009, he was the father of Jay Turnbull (died at age 41), who had an intellectual disability, autism, and emotional-behavioral challenges. He has served as Chairman of the Board of Trustees of the Judge David L. Bazelon Center for Mental Health Law; President, American Association on Intellectual and Developmental Disability; Chairman, American Bar Association Commission on Disability Law; Secretary, The Arc of the United States; and Treasurer, The Association for Persons with Severe Disabilities. He was recognized by a consortium of professional and parent organizations in the field of intellectual disability as one of 36 people who “changed the course of history for individuals with intellectual and developmental disabilities in the 20th century.” He is a graduate of Kent School, Kent, CT; Johns Hopkins University; University of Maryland Law School; and Harvard Law School (post-graduate degree). Disclosure: H Rutherford Turnbull, III discloses the following potential conflict of interests/commercial interests: Relevant Non-Financial Relationship with Pearson Publishing as Co-Author of 2 books: Exceptional Lives 8th Ed., Families, Professionals, and Exceptionality 7th Ed. All of the relationships listed for this individual have been mitigated.Relevant Non-Financial Relationship with Free Appropriate Public Education as Owner of the copyright, previously owned by Love Publishing Co., Denver. All of the relationships listed for this individual have been mitigated.Staff Writer: Nellie Galindo, MSW, MSPH
Nellie Galindo received her Masters of Social Work and Masters of Science in Public Health from the University of North Carolina at Chapel Hill. She has worked with individuals with disabilities in several different settings, including working as a direct service provider for individuals with mental illness and leading a youth program for young adults with disabilities. She has facilitated and created trainings for individuals with intellectual and developmental disabilities in the areas of self-advocacy, healthy relationships, sexual health education, and violence and abuse prevention. Mrs. Galindo has worked in state government assisting individuals with disabilities obtain accessible health information in their communities, as well as utilizing the Americans with Disabilities Act to ensure equal access to healthcare services. Disclosure: Nellie Galindo, MSW, MSPH has no Relevant Financial or Non-Financial Relationship with ineligible companies to disclose.
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