FAMILY and HIPA

Article Reflection             SPED 421 CSUF Fall 2016                                    

Salend, S. J. (2006).  Explaining your inclusion program to families. Teaching Children, 38(4), 6-11.

     This article resonated with me on several points.  I also felt this article is well written and reflected my actions and philosophy while teaching in a resource room in Las Vegas Nevada, 2002-2004.  The author states:

“Educators must at all times respect and ensure the confidentiality of students and their families, including when they are talking about the range of learning styles and needs within their classrooms (Fleury, 2000). In addition to protecting student and family rights to privacy with respect to student records, confidentiality means that teachers, administrators, and staff should not * Reveal personally identifying information about students (e.g., their disability or immigration status, medical condition and needs, test scores, etc.) and families to others. * Speak or write about students and families in public ways and places (e.g., staff room, meetings with other families, college classes and inservice sessions, etc.) that allow specific students to be identified.  If educators feel that it is necessary to share information about a student with someone who is not directly involved in delivering the student’s educational program, they must specify the exact information to be shared and obtain written permission from the student’s family.”  

      This is what HIPA is doing with the medical profession in not disclosing medical information to people other than the person with the medical issue, unless the person wants their medical issues disclosed, and this applies to a person with a disability and the family members affected.  I really like the sensitivity the author expresses in maintaining the privacy of of a person with a disability, within the IEP meeting. Teachers have no business discussing students whether they have a disability or not, with one another.  

     The Author is very practical in his approach to explaining the and reminding teachers the formalities of Conducting the meeting and evaluating the meeting as noted here:

“Conduct the MeetingThe meeting should set a positive tone and encourage understanding, participation, and collaboration. A good way to start the meeting is to welcome everyone, and ask all attendees to introduce themselves. After reviewing the agenda and the purpose of the meeting, it can begin on a positive note with professionals highlighting the importance of diversity and learning about individual differences as significant features of an education in our diverse and ever changing society.Evaluate the MeetingMeetings with family members should be continually evaluated to assess their usefulness and success in achieving intended outcomes. Feedback from families and professionals can identify factors that should be replicated in future meetings, as well as pinpoint aspects of the meeting that need revision; a post meeting assessment provides the basis for an action plan for successful future meetings.Exit surveys assess attendees’ perceptions of the content, format, and scheduling of the meeting; examine the impact of the meeting on their understanding of the inclusion program; identify questions and informational needs they have about the inclusion program; and delineate preferences for future meetings. Surveys using a yes/no or true/false format, or those using a Likert-type scale, are easiest to complete and therefore have a higher response rate than open-ended questions.”

     The Final thoughts this Author suggested are right on, with dealing with parental thoughts in regards to their child with a disability.  I feel the biggest fear in parents is “placing their children at risk of being ridiculed and lowering the self-esteem of their children.”  This is a real unspoken fear, and most likely truth of placing a student with a disability in a mainstream classroom. Mainstreamed students can be insensitive, entitled and mouthy, and can cause a lot of drama, emotion and further trauma to the student with a disability, unless everyone has been educated broadly about the issues a person with a disability encounters.  Sensitivity can be taught and administered to students who do not have a disability, but being compassionate listener and helper of student to student can break down, especially if another student who does not have a physical disability, but may have a psychological disability of insensitivity, narcissist, psychopath, can hinder the learning of a person with a physical disability and this is where the fear from the parent can be realized. 

“Final ThoughtsThe support of family members is vital to the success of inclusion programs.Families of children with disabilities may feel that inclusion:* fosters the academic achievement of their children;* provides their children with increased friendships;* gives their children greater access to positive role models;* offers their children a more challenging curriculum;* prepares their children for the real world;* improves their children’s self-concept, and language and motor skills;* increases the sensitivity of children without disabilities;* results in a loss of individualized accommodations, curricula, and services for their children;* places their children at risk of being ridiculed; and* lowers the self-esteem of their children.”

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Kat. K. M. M.Ed

Author of: How to Feel and Understand Love Attraction Send Love...the unseen realm needs love too! Carcassonne - Oracle at Delphi - Romantic Love Heals Magi of Genghis Kahn Love attraction Oracle Cards Love is evolving and my own love relationships are evolving. My art is evolving. My healing work is evolving.

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