Strategies of Working Effectively with Parents, Social Workers and Teachers in Providing Disabled Children with Full life and Education in their Community The paper is designed for defining the possible strategies of ensuring and persuading parents, social and educational workers in the need for disabled children in getting full school education in normal surrounding without any limitations and restrictions on the side of the community they live in. The necessity for the education and normal life for disabled children has been a subject of urgent argument for many years; at present time, with the views of equality for everyone becoming popular, it becomes evident that disabled children need to receive their education living in the normal community. Thus, there should be developed certain strategies for persuading parents of disabled children and social and educational workers in the need for providing disabled children with primary, secondary and even higher education. These strategies should be aimed at ensuring parents that their disabled children receive education of the appropriate level, that they are surrounded by the appropriate physical environment, in which they can take advantage of the education and the services which are associated with them, and that they have a full access to the written information which is delivered to the children who are not disabled. The core idea of the strategy is that the information about opportunities for disabled children should be carried to their parents, allowing them better understanding of the existing system of education and the existence of choice for their disabled child. (Lysaght, 2004) To make the cooperation with parents and school workers effective, the following actions must take place: 1. The curriculum for disabled pupils should be made wider and the existence of these curriculums and programs should be made open and available for parents’ knowledge.
When you are a child, who takes care of you? Now, the cost of living is so high that many people under age twenty-five are moving back in with their parents. Young people are getting married later now than they used to. The average age for a woman to get married is about twenty-four, and for a man twenty-six. Newly married couples often postpone having children while they are establishing careers. ...
This can be achieved through direct contacts with parents, as well as direct mailing or carrying out meetings. (Lysaght, 2004) 2. The staff which will work with disabled children must have appropriate training. To persuade parents in the high level of teacher’s training, there may be held so called ‘opened classes’, during which parents will have the right to be present and see the way their children are taught and cared for. Parents must also have all details and contact names of each teacher, curriculum and support managers. The same rights should be given to the social workers for them to be sure that disabled children acquire all the necessary care and education at school. (Bruininks, 2002) 3.
Schools must develop appropriate support services for children with hearing or visual disabilities, to make the delivery of oral and written information to them available in alternative formats. In this relation, disabled children might be provided with certain devices and techniques, which they will be able to use at home, for their parents and social workers to see how effectively they use them during classes. Each school can create a special website which will carry all the necessary information concerning disabled children and the possibilities for their life and education in the community. (Behrend, 2003) 4. It has become common to use the so called wraparound strategy for the severely disabled children. This strategy allows bringing all the necessary service for the child without separating him from the family or sending him to any care houses away from home.
(Stevenson, 2003) This strategy should be made public and known to parents and social workers. The information about the schools which have appropriate adaptations for disabled children should be carried to the parents and social workers through mass media and regular direct mailing. To make the strategy even more effective, there should be created possibilities for discussion the disadvantages with teachers and parents. Social organizations must provide support for the schools which wish to change their adaptations to make them available for disabled children, with parents taking active participation in this process. Works cited Behrend, Jean L. “Learning-Disabled Students Make Sense of Mathematics”. Teaching Psychology January 2003: 269-274 Bruininks, Robert H.
Elementary schools for children have gained much attention especially in this 21st century. It is believe that the foundations laid at early childhood education have much influence on the whole learning process. It is at early stages that the intellectual development should be monitored, (Zhang, A. , Sayre J. W. , Vachon, L. 2009). The current trends in teaching growth patterns of children in the ...
“Future Directions in Education and Inclusion of Students with Disabilities: A Delphi Investigation”. Exceptional Children 61 (2002): 553-559 Lysaght, Rosemary. “The Use of Work Schedule Modification to Enhance Employment Outcomes for Persons with severe Disability”. The Journal of Rehabilitation 60 (2004): 26-29 Stevenson, Rita A. “Wraparound Services: A Community Approach to Keep Even Severely Disabled Children in Local Schools”. School Administrator March 2003: 24-31.