Running head: CHAPTER 6

Chapter 6 Assignment Heylee Goad Ivy Tech Community College

CHAPTER 6 Parent As a parent of a child with any type of disability, you would only want the best for

him/her. I would go to extreme measures just to get my child the help he needs. Adopting a child from another country is a tough course to take anyway, let alone a child with cleft palate. If I was the parent I would look towards my husband and my parents for support. The book says depending on the couple, the situation, and the severity of the disability whether there would be a negative effect on the couples relationship (Hardman, Drew, & Egan, 2008, p. 134). I would hope and pray my husband and I would be able to work through any situation. My parents would also be a huge support. I never thought about how important the grandparents are to the life of the grandchild and parent. They would be my family-support center that I know would always be around. I would also keep in very close contact with the school. I would check up on my child often to make sure progress is being made. If my child would need any additional help that is not fully met in school I would make a way to provide this help for my child. Basically anything that would need to happen I would make happen for my child to be successful.

Teacher

CHAPTER 6 As a teacher I would do my best to provide the child with cleft palate as much attention

as he needs inside the general classroom. I would meet all the accommodations that are required in the childs IEP and work hard to make sure the student is giving his best effort towards his work. I would also keep in close contact with the students parents. I would let them know when he has made improvements also I would let them know if any problems arise within a day. I would do exactly what the book suggests and make sure I respect the opinions, beliefs, and decisions the parents make about their child (Hardman, Drew, & Egan, 2008, p. 61). If I had parents who were not very involved with the childs academic progress, I would try very hard to encourage a stronger relationship. I would think most parents would want to know of their childs progress and would be very involved in the education of their child. From the example given about the boy with cleft palate, I would for sure keep in close contact with his parents and monitor his speech progress continually.

Collaboration

CHAPTER 6 When parents find out their child has a special need, most go through a phase of shock,

guilt, and anxiety. After all the depressing thoughts are out of the way the parents will realize life is not over and people are around to help. If a child is very small when diagnosed with a special need then the child will have an IFSP, which is family oriented. The people involved with an IFSP are primarily the family and physicians to monitor progress. This goes for a child with a communication order as well. By the time a child reaches the school age, an IEP will have to be filled out for that child. Now, where the IFSP was primarily based on the family and the accommodations they had to face with communication, the IEP is now based on the childs education and communicational progress. When a child has an IEP, he has a team of supports around him. The team will include the parents, special and general education teachers, and a district representative. This team is dedicated to helping and monitoring this child to be as successful as he possibly can be. The main purpose of an IEP is to uphold communication between the family and school, but also to ensure that the student is getting the best possible education (Hardman, Drew, & Egan, 2008, p. 30). If it was not for an IEP who knows what would happen between the school and family. It is extremely important for any child with a special need to have a support team around him to make sure he is growing and succeeding all things possible.

References

CHAPTER 6 Hardman, M. L., Drew, C. J., & Egan, M. W. (2008). Human exceptionality: school, community, family (10th Ed.). Belmont, CA: Wadsworth CENGAGE Learning.