Introductory Letter
Rosa is a child with certain needs and the EI services are required. Inclusive programs have shown their effectiveness as children are able to acquire socialization skills that are of paramount importance for the child’s further development (Cross, Traub, Hutter-Pishgahi & Shelton, 2004). It is also clear that Rosa enjoys going to preschool and she likes interacting with other children as well as educators. However, due to her health issues, Rosa needs assistance.
Parental care is essential in this process. Active participation of parents in their child’s education increases trust among the child and parents and positively affects the child’s development (Parent/family involvement in early childhood intervention, 2007). It is obvious that parents spend a lot of time with their children and they are the ones who are trusted most. Hence, they have most opportunities to reach the child and help him/her develop the necessary skills. More so, it has been acknowledged that parents’ well-being and understanding of the child’s needs (difficulties and so on) increases considerably (Head & Abbeduto, 2007). Clearly, all parents have certain concerns that depend on various aspects such as cultural, socio-economic and so on (Ridgley & Hallam, 2006). At the same time, school staff can help parents deal with numerous issues.
Of course, to provide high-quality EI services, it is important to collect certain information. It is especially important to understand parents’ concerns and aspirations, their needs and fears. Obviously, parents should be sincere and cooperative, as this will facilitate the development of an efficient program. This information will be shared with school staff who will be involved in provision of EI services. It is also recommended that the parents should learn more about online resources available to them (Directory of internet resources concerning disabilities, n.d.). These resources may help parents acquire more information on the health conditions, services available, success stories and so on.
Interview Questions
- When was your child diagnosed with Down syndrome?
- Have you received any services associated with your child’s health and mental condition?
- How helpful were the services provided?
- Do you have relatives with similar conditions?
- Did you have any concerns when you sent your child to preschool?
- Do you still have these concerns?
- Do you think that it is beneficial for your child to go to preschool? Why do you think so?
- Does she like going to preschool? How can you tell?
- How important is parental participation in EI services?
- What role do parents and school staff play in the process?
- Are you ready to invest a significant amount of time to help your child develop the necessary skills?
- Are you ready to collaborate with the school staff? To what extent?
- What do you expect from the EI services and preschool education?
- Do you have any concerns about the EI services?
- Why do you think you have these concerns?
- Do you find it important to help your child become more independent?
- What goals are you willing to set when it comes to motor skills (walking up and down the stairs), communicating and using utensils?
- What are your priorities when it comes to the skills?
- Do you want your child to be bilingual?
- Do you have ideas on how to help your child acquire the necessary skills?
Summary of the Way Information Will Be Shared
The results of the interview will be first analyzed and summarized. The interview scripts are not necessary to provide school staff with the necessary information. Instead, it is essential to group the parents’ answers into specific topics. These topics can be concerns, aspirations, goals set, readiness to cooperate, willingness to participate in the program. It is also necessary to summarize parents’ ideas on possible ways to develop the necessary skills.
It is necessary to have, at least, two meetings with the school staff prior to having the meeting with parents and the professionals involved. During the first meeting, the staff will learn about the parent’s ideas and concerns. Professionals will discuss the parents’ fears and aspirations and brainstorm possible strategies that will be utilized during the EI program. Of course, the professionals will get certain hand-outs containing major facts about the child’s health and mental conditions, the family and the summary of the parents’ interview (possibly, provided in a form of a graph).
During the next meeting, the professionals involved will present their particular intervention plans. Prior to the meeting, the professionals will share their plans via e-mail so that the rest of the group could evaluate each plan and discuss it during the meeting. These interventions will be discussed in detail. The final intervention plan will be adjusted to the needs of the particular family. Of course, more meetings can be held if necessary.
The next step is involvement of parents. They will participate in the next meeting where educators will present the final strategy explaining major points and the role of parents in the process. At this point, it is essential to make sure that the parents understand their roles and are ready to perform them well. Educators should also provide all the necessary information and support to the parents.
Reference List
Cross, A.F., Traub, E.K., Hutter-Pishgahi, L., & Shelton, G. (2004). Elements of successful inclusion for children with significant disabilities. Topics in Early Childhood Special Education, 24(3), 169-183.
Directory of internet resources concerning disabilities. (n.d.). Web.
Head, L.S., & Abbeduto, L. (2007). Recognizing the role of parents in developmental outcomes: A systems approach to evaluating the child with developmental disabilities. Mental Retardation and Developmental Disabilities Research Review, 13, 293-301.
Parent/family involvement in early childhood intervention. (2007). Web.
Ridgley, R., & Hallam, R. (2006). Examining the IFSPs of rural, low-income families: are they reflective of family concerns? Journal of Research in Childhood Education, 21(2). Web.