Enhancing collaboration: families as faculty project.

Abstract

This article discusses the incorporation of a family-professional collaboration model into a master's level course, Introduction to Special Education. The model, Families as Faculty, provides in-service teachers an opportunity to visit with families who have children with special needs, at the family's home. During visits, in-service teachers have the opportunity to listen to family stories about the challenges and joys of raising a child with special needs, and also gain an understanding of the importance of meaningful collaboration with families.

Introduction

Parent-professional collaboration is essential to the educational success of students with special needs. High quality parent-professional collaboration has been linked with the creation of effective individualized education plans (Turnbull & Turnbull, 2001), inclusion of students with disabilities in their least restrictive environment (Bauer & Shea, 1999), and successful postsecondary outcomes (Wehman, 2001).

Collaboration is evident when parents and professionals share information and strategies to develop a common vision for the student. This requires creating clearly defined goals and subsequently agreed upon responsibilities by all stakeholders (Bruner, 1991). According to Turnbull and Turnbull (2001), when families and professional successfully communicate, share resources, and are equally involved in the development of the student's education plan, a collaborative relationship and a sense of collective empowerment is created.

Many parent-professional relationships are marked by dominant-subordinate power structures, rather than a spirit of collaboration and collective empowerment (Turnbull & Turnbull, 2001). This disequalibrium is often a result of pre-professional programs that train teachers to assume a dominant role when working with families. As a result, families are relegated to subordinate roles (Turnbull, Turbiville, & Turnbull, 2000) and are often considered informants or clients, rather than as partners in collaboration (Collins & Collins, 1990). Similarly, many teachers regard the ideal relationship with families as one in which parents carry out the requests of teachers and do not interfere with the teacher's decision-making process (Winzer & Mazurek, 1998).

All parties suffer when professionals are not provided instruction and opportunities to collaborate at the pre-service level. A review of the literature suggests that limited training and exposure to collaboration at this level correlates with professionals becoming resistant to collaboration with colleagues and families when they enter the workplace (Buttery & Anderson, 1999; Kamens, 1997; Lazar & Solstad, 1999). Therefore, it is imperative that pre-professional education programs create opportunities for pre-service and in-service teachers to meaningfully converse with families who have children with exceptionalities and to develop effective communication and decision-making skills consistent with the spirit of collaboration and collective empowerment. This paper explores a higher education initiative to tram in-service teachers to collaborate with families. We first review efforts to enhance teachers' ability and willingness to collaborate through the Families as Faculty model. Second, we include a participating student's reflection paper that highlights her experience and professional growth as it relates to her experience in the Families as Faculty model.

Enhancing professionals' Ability and Willingness to Collaborate

To enhance the ability of both general and special education teachers to collaborate with families who have children with special needs, Western New Mexico University--Gallup Graduate Studies Center (WNMU-GGSC) requested the assistance of Families as Faculty, a project of Parents Reaching Out, the New Mexico Parent Training and Information Center. Families as Faculty uses a family-centered partnership curriculum to teach educators collaboration skills. Two primary goals drive this curriculum. The first goal is to enhance the quality of partnership between educators and families who have children with special needs. The second goal is to prepare educators to value and accept the diversity and voices of families and the insight and information they have to share about their children. To meet both goals, Families as Faculty staff meets with educators, in the university classroom, to discuss effective communication strategies to use when working with families. They also provide a structured opportunity for future and current educators to visit the homes of families who have children with special needs. In this section, we briefly discuss the (a) connection of Families as Faculty to the university setting, (b) family and student training, and (c) family and student evaluation methods.

Connection of Families as Faculty to the University Setting

In fall 2002, WNMU-GGSC incorporated Families as Faculty into the Introduction to Exceptional Children curriculum. Located in rural, northwest New Mexico, WNMU-GGSC provides licensure and master's degree programs for general and special in-service educators. The goal of partnering with Families as Faculty was three-fold. The first was to connect student educators in a meaningful way with families who have children with special needs. It was anticipated that teachers would gain a deeper understanding of disability and inclusion from the family perspective and come to view families as a resource from whom to learn and with whom to collaborate. The second goal was to provide educators direct instruction and reinforcement in effective communication strategies with families. The third goal was to empower families by providing an avenue for them to share their stories of hope, challenges, and advocacy.

Family and Student Training

Training families and students participating in Families as Faculty included two components. First, a workshop for eight potential host families was held to introduce them to the goals of the program, and to review their role and responsibilities. Second, an orientation session for 21 students was conducted to introduce them to the goals of the program. During this session, Families as Faculty staff also provided training in effective communication strategies with families. Examples of strategies included utilizing active listening skills (e.g., appropriate eye contact, asking for clarification), appropriate body language, and using language that is respectful of both culture and disability. At the end of the session, students were introduced to their host family through a personal written invitation. Students then scheduled a visit with their host families and met with them in either dyads or individually.

Evaluation Methods

After the visits were completed, families and students gathered for a talking circle to discuss their visits. This informal evaluation method served to highlight the positive aspects of the visits, as well as barriers and challenges. A formal evaluation was also conducted with both families and students. Using a Likert scale, families were asked to evaluate the quality of their visit. Students were also evaluated through their reflection papers. The paper required students to consider their experience and connect what they learned from their family visit to their current and future professional practice.

Student Reflection Paper

We have included excerpts of a student reflection paper in an effort to provide the reader an example of the power of the home visit experience and its impact on teacher philosophy and practice. This paper, authored by a second-year kindergarten teacher, explores her visit with a Navajo mother and her two children, both of whom have Xeroderma Pigmentosum (XP), a light sensitive condition often associated with mental retardation, beating loss, and developmental disabilities. The paper explores the following issues: (a) initiating the visit, (b) an exploration of family challenges, (c) a personal response about inclusion and collaboration, (d) impact of the visit on professional biases, (e) impact of the visit on professional philosophy, and (f) final thoughts and reflections. To assure confidentiality, pseudonyms are used in place of participants' real names.

Initiating the Visit

Before arriving, I had no expectations of how my visit would fare with the Yazzie family, and I was somewhat nervous to meet them. I knew the family consisted of two parents and two children, but that was the extent of my knowledge. When I arrived at their home, Yvonne, the mother, opened the door and let us into her world. I immediately noticed the change in lighting as we entered. Inside the living room, the windows were covered with a special tinted film and blankets to keep out the exterior light. I would later find out these precautions related to her children's exceptionality. My apprehensions were quelled immediately as Yvonne introduced herself and her children with friendliness. Daniel, who is eight years old, and Lila, who is nine, were obviously excited to have a new visitor come into their home. They were a little shy, but they were very interested in me. As we sat on the floor playing with toys, I felt very comfortable, as if the children were my own nieces and nephews. We did not spend any time outside as I had envisioned we would. Our visit lasted nearly three hours, and included nothing more than talking and playing. I felt like any ordinary houseguest; I felt at home.

An Exploration of Family Challenges

Yvonne began to tell me about her life and the many changes that have occurred since the births of her two children. She was very open and honest about her experiences and emotions. When their children were born with an uncommon genetic defect, Xeroderma Pigmentosum (XP), the Yazzies had never heard of the disorder. XP is characterized by severe sensitivity to ultraviolet radiation, resulting in the body's incapacity to repair DNA. The doctors and dermatologists were not able to provide much information to the family, due to the rarity of XP. All they could offer was a short and poor quality of life expectancy, which Yvonne refused to accept. Instead of accepting the grave news from physicians, she became proactive and began to do her own research. Armed with information gathered from the Internet, she found out the best ways to protect her children from exposure to ultraviolet radiation and how to make sure they led full, happy lives.

Yvonne has also worked with the school system to obtain appropriate services and accommodations for her children. She knew her children would one day be in public school, and the buildings and buses were not equipped with the necessary precautionary measures to protect them. After many long conferences with the school system, Yvonne finally won what was entitled to her children under the least restrictive environment mandates of the Individuals with Disabilities Education Act. As a result of her advocacy, her children's school was outfitted with the appropriate lighting and tinting, and eventually a special vehicle was provided for her children's transportation to and from school. Yvonne was forced to advocate for educational and other related services for her children to progress in their least restrictive environment. For example, and as a result of her advocacy, her children now receive speech, occupational, music therapy and American Sign Language services. Perhaps her greatest achievement is that her children attend general education classes each day. Although some educational challenges continue to persist (e.g., Yvonne is currently working with the school to promote her children inclusion in the cafeteria at lunch time), it is evident Yvonne will remain persistent in getting maximum inclusion for her children in the school.

Personal Interpretation of Inclusion and Collaboration

In our Introduction to Special Education class, we learned legal definitions regarding least restrictive environment and how the mandates relate to inclusion efforts in our public schools. Although these definitions are helpful, it was through the Families as Faculty visit that I was able to see the impact of least restrictive environment and the importance of inclusion, particularly for students with severe special needs. Through my conversation with Yvonne, I was able to see how inclusion impacts not only her children, but also the entire family. During our discussion, Yvonne's eyes revealed comfort and relief that her children have friends who care about them and that they are able to participate in the same activities as their classmates and enjoy their school experience. Yvonne does not have to worry that her children are being excluded from any of the joys of grade school. My thoughts on collaboration have changed since my afternoon with the Yazzie family. Before we met, I understood collaboration to be simply a "good idea" for the student. Now, I understand collaboration helps not only the student; it also empowers all involved in the process of enhancing the quality of life for both students and families. It builds communication and trust between students, teachers, parents, communities and healthcare providers. I have come to comprehend that each of these roles is equally important, and each of us has something to learn from the other. These reciprocal relationships provide a firm foundation on which to improve collaboration and inclusion. I learned that without true collaboration, schools cannot have true inclusion.

Impact of Visit on Professional Biases

Prior to my experience with the Yazzie family, I had never shared such personal time with children with exceptionalities. These families are not case studies; they are real. The parents' lives are not centered around the disability; they are centered around their children. I envisioned their lives much differently. I assumed daily life would be consumed by complications and hazards. I also assumed most of their battles would already have been won, and their lives would be full of love, light, and support. I assumed incorrectly.

I learned all families, regardless of the presence of a chronic condition or disability, share many of the same problems. Yes, the Yazzie family faces some unique difficulties, but most of them are no different than those of any family. Kids fight over toys, milk gets spilled, feelings get hurt and parents struggle to make the best possible lives for their children. I also learned that even though the yazzie family has achieved some major victories, there will always be struggles ahead of them.

Impact of Participation on Professional Philosophy

Participation in Families as Faculty has opened my eyes in ways that no amount of classroom lecture or library research ever could. I was allowed to experience, rather than discuss, real life issues with a family from my own community. Meeting the Yazzie family helped me realize how I can be an instrument to raise awareness for the needs of families who have children with special needs. Since our visit, I now notice the lack of information and support for families who have children with special needs who attend my school. As a result, I plan to share information about support groups with both educators and parents. In addition, our schools' parent Teacher Organization has invited me to present on Families as Faculty and the importance of inclusion and collaboration at their next meeting.

All in all, the Families as Faculty visit served as a "gut check" for me. It made me question my own beliefs, teaching practices and personal strengths. I had to swallow my pride and realize I have not been fully meeting the needs of my own students with disabilities. I now realize that I have been focusing on my students' disabilities more than I should have. I tried so hard to accommodate their challenges, I forgot to step back and focus on the students as individuals. This was a hard lesson to learn, but I am glad it has happened early in my teaching career. I also realize that I need to become more involved with families. I must listen to their needs and concerns, and offer my support, even in the most basic ways. This project has lit a fire in me to become an advocate for all students in my school, not just those in my classroom. Having participated in Families as Faculty, I am now on my way to becoming a better educator.

Final Reflection on the Visit

As I opened the door to leave the Yazzie home, I was blinded by the natural light of day. It took quite some time for my eyes to adjust from the shock of such abundant light. I did not realize how dark the Yazzie world is until I left it. I likened this experience to the birth of a child, being exposed to light for the first time. In a sense, it was like a birth for me as well. I emerged with different perspectives on everything from inclusion and collaboration, to seeing past a child's disability. Armed with new information and a parent as my friend, I felt refreshed and sure I was on my way to making a difference in my school and community. I had been shown the light by a family that lives in careful darkness.

Conclusion

As demonstrated in this student paper, providing structured opportunities for in-service teachers to meaningfully communicate and collaborate with families can profoundly impact their perspectives and actions. Enabling educators to meet with, and hear the stories of families who have children with exceptionalities provides a foundation for them to understand the importance of connecting with families, and a foundation to create meaningful partnerships in their future practice.

References

Bauer, A. M., & Shea, T. M. (1999). Inclusion 101: How to teach all learners. Baltimore, MD: Paul H. Brookes.

Bruner, C. (1991). Thinking collaboratively: Ten questions and answers to help policy makers improve children's services. Washington, D.C.: Education and Human Resources Consortium.

Buttery, T. J., & Anderson, P. J. (1999). Community, school, and parent dynamics: A synthesis of literature and activities. Teacher Education Quarterly, 26(4), 111-122.

Collins, B., & Collins, T. (1990). Parent-professional relationships in the treatment of seriously emotionally disturbed children and adolescents. Social Work, 35, 522- 527.

Kamens, M. W. (1997). A model for introducing student teachers to collaboration. The Teacher Educator, 33, 90-102.

Lazar, A. M., & Solstad, F. (1999). How to overcome obstacles to parent-teacher partnerships. The Clearing House, 72(4), 206-210.

Turnbull, A. P., Turbiville, V., & Turnbull, H. R. (2000). Evolution of family-professional partnerships: Collective empowerment as the model for the early twenty-first century. In J. P. Schonkoff & S. J. Meisels (Eds.), Handbook of Early Childhood Intervention (2nd ed.), (pp.630-650). New York: Cambridge University Press.

Turnbull, A. P., & Turnbull, H. R. (2001). Families, professionals, and exceptionality: Collaborating for empowerment (4th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

Wehman, P. (2001). Life beyond the classroom: Transition strategies for young people with disabilities (3rd ed.). Baltimore, MD: Paul H. Brookes.

Winzer, M. A. & Mazurek, K. (1998). Special education in multicultural contexts. Upper Saddle River, NJ: Merrill Prentice Hall.

Jennifer Cruz, Western New Mexico University Corine Frankland, Western New Mexico University Stephanie K. Johnson, Parents Reaching Out, Albuquerque, NM

Cruz is a graduate student at Gallup Graduate Studies Center and a kindergarten teacher at Crownpoint Elementary School, Crownpoint, NM. Frankland, Ph.D., is Assistant Professor of Special Education. Johnson, M.Ed., is employed by Parents Reaching Out and serves as project director of Families as Faculty.