Download - Dialogue With Donna
8/8/2019 Dialogue With Donna
http://slidepdf.com/reader/full/dialogue-with-donna 1/26
1
8/8/2019 Dialogue With Donna
http://slidepdf.com/reader/full/dialogue-with-donna 2/26
2
8/8/2019 Dialogue With Donna
http://slidepdf.com/reader/full/dialogue-with-donna 3/26
3
8/8/2019 Dialogue With Donna
http://slidepdf.com/reader/full/dialogue-with-donna 4/26
4
8/8/2019 Dialogue With Donna
http://slidepdf.com/reader/full/dialogue-with-donna 5/26
5
8/8/2019 Dialogue With Donna
http://slidepdf.com/reader/full/dialogue-with-donna 6/26
based on analysis of 2007 Annual Performance Reports
Strategies to improve Parent partnerships:
1. strong partnerships between PTI/community/parents groups = financialcommitments/collaboration
2. Mentoring and family supports especially for CLD
3. Supportive climate
4. Tangible evidence the school and district staff believed in the importance of
including parents/familes in decision-making & IEP meetings, Resources devoted to
developing family friendly/supportive school climate -multi languages/culti-cultural
approaches(p 97)
6
8/8/2019 Dialogue With Donna
http://slidepdf.com/reader/full/dialogue-with-donna 7/26
7
8/8/2019 Dialogue With Donna
http://slidepdf.com/reader/full/dialogue-with-donna 8/26
8
8/8/2019 Dialogue With Donna
http://slidepdf.com/reader/full/dialogue-with-donna 9/26
9
8/8/2019 Dialogue With Donna
http://slidepdf.com/reader/full/dialogue-with-donna 10/26
10
8/8/2019 Dialogue With Donna
http://slidepdf.com/reader/full/dialogue-with-donna 11/26
11
8/8/2019 Dialogue With Donna
http://slidepdf.com/reader/full/dialogue-with-donna 12/26
12
8/8/2019 Dialogue With Donna
http://slidepdf.com/reader/full/dialogue-with-donna 13/26
13
8/8/2019 Dialogue With Donna
http://slidepdf.com/reader/full/dialogue-with-donna 14/26
MIXED METHOD: QUALITATIVE/QUANTITAVE
Sample frame: The Arc of Northern Virginia
Population: 2006 database of 1600 members/friendsCensus sample of 136 families with youth ages 14-22 years by June 30, 2006N= 61;
Return rate of 45%
Use of finite population correction factor (.56) to define standard error of mean &
standard error of proportion
14
8/8/2019 Dialogue With Donna
http://slidepdf.com/reader/full/dialogue-with-donna 15/26
Individuals with intellectual disabilities desire a typical, quality life: inclusion, social
integration, normal social roles, autonomy
Distribution of knowledge, power, and control increases the likelihood of PSO thatlead to improved quality of adult life
Parents navigate between 3 processes to maintain well-being
Parent participation includes political processes to advocate for improved social
systems and services
15
8/8/2019 Dialogue With Donna
http://slidepdf.com/reader/full/dialogue-with-donna 16/26
16
8/8/2019 Dialogue With Donna
http://slidepdf.com/reader/full/dialogue-with-donna 17/26
Bureaucratic:For many -years of experience in navigating IDEANow new laws (ADA, community Medicaid waiver, wait lists, mandate vs. eligibility)
Teachers skepticism for SwID in achieving their PSO goalsProfessionals assessed skill levels seeking a fit between presumed and predefined skill setsand menu of programs offered as viable option Preselected options placed parents indilemma of selecting compromises that were significantly different from original request =confrontational communication patternsParents= high expectations/outcomes Staff= low (powerfully related to accomplishments inmultiple domains), based on visions for childrens future. Future full of promise=unrealisticdescribed in terms of discrepancies and limitationsDeficient people to be molded into situation-specific placements rather than as uniqueindividuals to be matched to employment through person-centered preferences.Visions did not always materialize--resigned to reality of what was currently available
Family:Single-parent households, poverty, least likely to be involved,School events luxury at too high a premium (out of district/travel/health)family stressors -health, social service systems constrain ability to participatefearful for adult childrens future safety, health, and QoL with their focus on meting basicneedsStatus:Parents perceptions of child as adult vs. life long child self-determined choices by child/adultParents as controlling wanting to improve situations that didnt need improving, ratedthemselves higher on life satisfaction than did their parentsParents difficulties in seeing child as adult when still required child-like care/needs, did not
make milestones -- normalization issues
17
8/8/2019 Dialogue With Donna
http://slidepdf.com/reader/full/dialogue-with-donna 18/26
18
8/8/2019 Dialogue With Donna
http://slidepdf.com/reader/full/dialogue-with-donna 19/26
19
8/8/2019 Dialogue With Donna
http://slidepdf.com/reader/full/dialogue-with-donna 20/26
20
8/8/2019 Dialogue With Donna
http://slidepdf.com/reader/full/dialogue-with-donna 21/26
Point 3-schools did not anticipate students with disabilities to make progress on the
same content standards as their grade-level general education peers; and therefore
that schools did not provide these students access to the contexts through whichthose standards were addressed
encompasses access to, involvement in, and progress on the general curriculum
The incorporation of context, content, high expectations, and accountability
measures supports the vision of students participating in and making progress on the
general curriculum.
21
8/8/2019 Dialogue With Donna
http://slidepdf.com/reader/full/dialogue-with-donna 22/26
22
8/8/2019 Dialogue With Donna
http://slidepdf.com/reader/full/dialogue-with-donna 23/26
23
8/8/2019 Dialogue With Donna
http://slidepdf.com/reader/full/dialogue-with-donna 24/26
24
8/8/2019 Dialogue With Donna
http://slidepdf.com/reader/full/dialogue-with-donna 25/26
NCLB= No Child Left Behind
IDEA= Individuals with Disabilities Education Act
SwID= Student with Intellectual Disabilities
25
8/8/2019 Dialogue With Donna
http://slidepdf.com/reader/full/dialogue-with-donna 26/26
26