engaging families: a critical link for inclusive early learning inclusion in the early years:...
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Engaging Families: Engaging Families: A Critical Link for Inclusive Early A Critical Link for Inclusive Early LearningLearning
Engaging Families: Engaging Families: A Critical Link for Inclusive Early A Critical Link for Inclusive Early LearningLearningInclusion in the Early Years: Inclusion in the Early Years:
Promising Practices SymposiumPromising Practices Symposium
Barb Reid, The GRIT ProgramBarb Reid, The GRIT Program(Getting Ready for Inclusion Today)(Getting Ready for Inclusion Today)
January 20, 2012January 20, 2012
Inclusion in the Early Years: Inclusion in the Early Years:
Promising Practices SymposiumPromising Practices Symposium
Barb Reid, The GRIT ProgramBarb Reid, The GRIT Program(Getting Ready for Inclusion Today)(Getting Ready for Inclusion Today)
January 20, 2012January 20, 2012
15 minutes at a glance…15 minutes at a glance… 15 minutes at a glance…15 minutes at a glance…
• Valuing the role of family
•Strengthening families skills and confidence
•The influence of a parent’s vision statement
•Link to quality inclusion and family wellness
• Valuing the role of family
•Strengthening families skills and confidence
•The influence of a parent’s vision statement
•Link to quality inclusion and family wellness
Prepared by: Barb Reid, The GRIT Program, Edmonton
Family Centered Practice isFamily Centered Practice is
a a processprocess that links that links
behaviors of professionals with behaviors of professionals with outcomesoutcomes for families for families
(Outcomes= positive traits/ strengths)(Outcomes= positive traits/ strengths)
Family Centered Practice isFamily Centered Practice is
a a processprocess that links that links
behaviors of professionals with behaviors of professionals with outcomesoutcomes for families for families
(Outcomes= positive traits/ strengths)(Outcomes= positive traits/ strengths)
What do we do? What do we do? (Dunst & Trivette (Dunst & Trivette
2004)2004)What do we do? What do we do? (Dunst & Trivette (Dunst & Trivette
2004)2004)
• AdoptAdopt - - Beliefs and Value StatementsBeliefs and Value Statements
• ApplyApply - - Actions and behaviors to Actions and behaviors to demonstrate your values (“walk the demonstrate your values (“walk the talk”)talk”)
• AdhereAdhere - - Reflection on effectivenessReflection on effectiveness
• AdoptAdopt - - Beliefs and Value StatementsBeliefs and Value Statements
• ApplyApply - - Actions and behaviors to Actions and behaviors to demonstrate your values (“walk the demonstrate your values (“walk the talk”)talk”)
• AdhereAdhere - - Reflection on effectivenessReflection on effectiveness
Everything we “do” either enhances or diminishes family strengtheningand capacity building
prepared by: Barb Reid, The GRIT Program, Edmonton
RelationshipRelationship leads to increase leads to increase parent participation.parent participation.
ParticipationParticipation leads to family leads to family
strengthening/ capacity buildingstrengthening/ capacity building (twice the influence. Dunst & Trivette, 2005)(twice the influence. Dunst & Trivette, 2005)
RelationshipRelationship leads to increase leads to increase parent participation.parent participation.
ParticipationParticipation leads to family leads to family
strengthening/ capacity buildingstrengthening/ capacity building (twice the influence. Dunst & Trivette, 2005)(twice the influence. Dunst & Trivette, 2005)
Strengthening parents skills, confidence and family well-being
Strengthening parents skills, confidence and family well-being
Learning goals chosen by family: (FOS)
•Child development, diagnosis, community resources,
Goals identified by others: (chosen by family)•Long-term Outcomes: Interactions/ responsiveness, active team member, effective communication, advocacy, vision, quality of family life etc.
Learning goals chosen by family: (FOS)
•Child development, diagnosis, community resources,
Goals identified by others: (chosen by family)•Long-term Outcomes: Interactions/ responsiveness, active team member, effective communication, advocacy, vision, quality of family life etc.
How? ProcessHow? Process
1. Home Visits
•Embed learning in natural routines, strength- based coaching model, reflective practice (Adapted from: Early Intervention Home-Visiting Principles in Practice: A Reflective Approach. Bonnie Keilty, Young Exceptional Children, Vol. 11, No. 2, March 2008)
•Looking Ahead Resource - Three years of early learning, at a glance, and beyond…
1. Home Visits
•Embed learning in natural routines, strength- based coaching model, reflective practice (Adapted from: Early Intervention Home-Visiting Principles in Practice: A Reflective Approach. Bonnie Keilty, Young Exceptional Children, Vol. 11, No. 2, March 2008)
•Looking Ahead Resource - Three years of early learning, at a glance, and beyond…
2. Honoring families journey2. Honoring families journey
Parent 2 Parent Support• Navigation through resources /supports Alberta
Health, Human Services, Education
• Barriers to inclusion - Finding a shared understanding with professionals
• Transition from home, community, school
• Informed decision making, life-long advocacy
• Added fatigue, stress and employment issues
Parent 2 Parent Support• Navigation through resources /supports Alberta
Health, Human Services, Education
• Barriers to inclusion - Finding a shared understanding with professionals
• Transition from home, community, school
• Informed decision making, life-long advocacy
• Added fatigue, stress and employment issues
3. Parent Vision and Voice 3. Parent Vision and Voice
Inspiring Inclusive Futures
“If you don’t know where you are going…you will likely end up
someplace else”
Inspiring Inclusive Futures
“If you don’t know where you are going…you will likely end up
someplace else”
Sharing a Vision Statement - Inclusion in Home, Community and School
Sharing a Vision Statement - Inclusion in Home, Community and School
A vision statement :• A positive intention for the future• A message to inform and strengthen knowledge of others• A statement to provide clarity of roles and responsibilities (how we
will work together)• May improve access/ use of resources and support • An educational tool to measure meaningful inclusion
A vision statements speaks from the heart of a parent with an intent to move vision into action
A vision statement :• A positive intention for the future• A message to inform and strengthen knowledge of others• A statement to provide clarity of roles and responsibilities (how we
will work together)• May improve access/ use of resources and support • An educational tool to measure meaningful inclusion
A vision statements speaks from the heart of a parent with an intent to move vision into action
Outcomes for families and child Outcomes for families and child (Dunst, Trivette, Snyder, 2005)(Dunst, Trivette, Snyder, 2005)
Outcomes for families and child Outcomes for families and child (Dunst, Trivette, Snyder, 2005)(Dunst, Trivette, Snyder, 2005)
Greater parental satisfaction with servicesGreater parental satisfaction with services
Increase likelihood of positive home and school Increase likelihood of positive home and school relationsrelations
Increased family well-being Increased family well-being
Increased parent confidence and competence:Increased parent confidence and competence:• regarding their child’s development regarding their child’s development • See the strengths and abilities of their childSee the strengths and abilities of their child• to be responsive in supporting their child’s to be responsive in supporting their child’s
learninglearning• to positively influence the future for their child to positively influence the future for their child
and familyand family Better overall outcomes for the child Better overall outcomes for the child
Greater parental satisfaction with servicesGreater parental satisfaction with services
Increase likelihood of positive home and school Increase likelihood of positive home and school relationsrelations
Increased family well-being Increased family well-being
Increased parent confidence and competence:Increased parent confidence and competence:• regarding their child’s development regarding their child’s development • See the strengths and abilities of their childSee the strengths and abilities of their child• to be responsive in supporting their child’s to be responsive in supporting their child’s
learninglearning• to positively influence the future for their child to positively influence the future for their child
and familyand family Better overall outcomes for the child Better overall outcomes for the child
prepared by: Barb Reid, The GRIT Program, Edmonton
Take home messages…Take home messages…Take home messages…Take home messages…
• Trusting relationships take time to establish.
• Natural family routines support responsiveness and flexibility to family requests/ desires (action beyond active listening).
• Process: Professionals enhance or diminish family strengthening and capacity.
• Active parent participation strongest influence of family capacity building.
• Parent choice- Honor and respect knowledge, strengths,
and growth of each family/ child.
• Trusting relationships take time to establish.
• Natural family routines support responsiveness and flexibility to family requests/ desires (action beyond active listening).
• Process: Professionals enhance or diminish family strengthening and capacity.
• Active parent participation strongest influence of family capacity building.
• Parent choice- Honor and respect knowledge, strengths,
and growth of each family/ child.