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Title: Family Support, Culture and Disability Credits: Three credits - 1 credit = 15 contact hours Instructor: Susan Yuan, Ph.D. Meeting dates and times: May 20 !une "2 # " $%$& pm Location: To be arran'ed
Families e(periencin' disability )ace a number o) issues as they access ser*ices and supports. Di))erin' cultural perspecti*es on disability and support can complicate this e(perience. This participatory, e(periential course pro*ides an opportunity )or ser*ice pro*iders, )amily members, people +ith disabilities and others to e(plore issues o) )amily support in the conte(t o) culture, policy, ser*ice pro*ision, and indi*idual e(perience.
,Clic- here and type Course 'oals.topics the course +ill address.broader outcomes/
Goals: !"hrased in terms o# #amily participants$ but applicable to all %
Personal 'ro+th 0ncoura'e more positi*e attitudes to+ard disability )or you and your )amily, attitudinal chan'e, or a deeper understandin' o) ho+ your )amily loo-s at disability
& ' ( 5 )
0nhanced understandin' o) ho+ the mo*ement a))ects you and your community 0(amine the impact o) culture on ser*ice deli*ery options 0(amine the impact o) culture on access to ser*ices and supports 0(plore the dynamics o) )amily interaction and their stren'ths as +ell as their impact on )amily support 1uild an interconnected net+or-
Participants +ill demonstrate competency in the )ollo+in' areas% Philosophy o) Family Support and Sel)-Determination • 2ede)inin' pro)essional roles • • • • • • 3nderstandin' the )amily systems approach Deli*erin' )amily-centered ser*ices 1uildin' interdependence, reciprocity 3sin' a positi*e, stren'ths-based approach Chan'in' perspecti*es on ad4ustment and copin' Chan'in' models o) decision-ma-in' in )amily supports
-25naly6in' po+er 0mpo+erin' )amilies% )amily or indi*idually-dri*en approach - locus o) control - sel)-e))icacy perception Cultural Competence • 0(plorin' indi*idual cultural *alues% to+ard )amily, child-raisin', disability • 3nderstandin' ho+ lan'ua'e shapes *alues • Disco*erin' other cultural *alues • 3nco*erin' cultural assumptions in pro'ram plannin' • 7denti)yin' implications o) cultural practices in communication • 1uildin' culturally respect)ul )amily support 5ssessin' 8eeds and Determinin' Supports • Ta-in' holistic perspecti*es on assessment o) needs • 3nderstand the di))erence bet+een 4ud'ment and assessment • Considerin' criteria )or appropriateness o) 9uestions • 7denti)yin' stren'ths and needs% re*ie+in' a*ailable tools and protocols# de*elopin' 'uidelines )or respect)ul use o) assessments • 7denti)yin' and re*ie+in' options )or support% :'eneric; supports# disability-related )amily supports# natural supports 7denti)yin' and Coordinatin' 2esources • De)inin' the e*ol*in' role o) the )amily support )acilitator • <or-in' in teams in the conte(t o) sel)-determination • Promotin' intera'ency collaboration • 7denti)yin' re'ional resources • Plannin' across the li)espan% M5PS, P5T=S, 0ssential >i)estyle Plannin', Circles o) Support • 7denti)yin' issues in in)ormation mana'ement • 7denti)yin' issues in accountability S-ills )or <or-in' To'ether +ith Families and 7ndi*iduals • 7denti)yin' con)lict style • 0*aluatin' the e))ecti*eness o) con)lict styles in a situational model • 7denti)yin' positions, interests and underlyin' interests • 8e'otiatin' acceptable solutions • Creati*e problem-sol*in' 0*aluatin' Family Support and Sel)-Determination • 0mpo+erin' )amilies and indi*iduals throu'h the e*aluation process • 3nderstandin' aspects o) :9uality; • 7denti)yin' and measurin' outcomes and indicators • 3sin' complaint analysis in 9uality impro*ement • Measurin' )amily and indi*idual empo+erment • 0nsurin' participatory pro'ram e*aluation • 7denti)yin' issues o) 9uality in di))erent models o) ser*ice deli*ery% monopolies# competition# mana'ed care Supportin' Parents +ith Disabilities in Success)ul Parentin' • 7denti)yin' )ederal and state la+s that relate to parents +ith disabilities • 2esol*in' percei*ed dilemmas in implementation o) mandates )or child protection and disability ri'hts • 7denti)yin' appropriate accommodations% )or communication, assessment, learnin' and demonstratin' parentin' s-ills • 7denti)yin' resources or needs )or assessment, communiocation support, de*elopmental ser*ices, trainin', peer support and mentorin' • 7denti)yin' support strate'ies )or parents +ith disabilities to nurture their children • 7denti)yin' indicators o) pro'ress )or )amilies • De*elopin' a coordinated plan )or inte'rated ser*ices across pro'rams • •
General Course In#ormation
Course "olicies+,-pectations: Since this is an e(perientially desi'ned course, participation is essential. Participants +ill learn )rom one another as +ell as )rom the readin's. >ectures +ill summari6e and supplement discussions, but the contributions o) participants are primary. .ttendance ,-pectations:
Participants +ill attend all classes, since this is an intensi*e course and class participation is essential. 7) absence is una*oidable, a +ritten ma-e-up assi'nment +ill co*er the area o) missed content, and must be arran'ed +ith the instructor. 8o more than t+o e(cused absences +ill be allo+ed.
The official policy for excused absences for religious holidays: Students have the right to practice the religion of their choice. Each semester students should submit in writing to their instructors by the end of the second full week of classes their documented religious holiday schedule for the semester. Faculty must permit students who miss work for the purpose of religious observance to make up this work.
Contributions in Class:
Full, attenti*e, and respect)ul participation in all class e(ercises and discussion.
.cademic 1onesty 2 "ro#essionalism:
5ll students are re9uired to be )amiliar +ith and adhere to the :5cademic =onesty Policy Procedures; delineated in the )ollo+in' +ebsite. http%..+++.u*m.edu.@u*mpp'.pp'.student.acadinte'rity.pd) A.
5ccommodations +ill be pro*ided to eli'ible students +ith disabilities. Please obtain an accommodation letter )rom the 5CC0SS o))ice and see one o) the instructors early in the course to discuss +hat accommodations +ill be necessary. 7) you are un)amiliar +ith 5CC0SS, *isit their +ebsite at http%..+++.u*m.edu.access to learn more about the ser*ices they pro*ide. 5C0SS% 5-"B0 >i*in' >earnin' Center, 3ni*ersity o) Cermont, 1urlin'ton, CT 0&$0&. P=% D02-E&E-BB&?, TTY% call B"" FrelayA, Fa(% D02-E&E-0B?G, 0mail% accessHu*m.edu, 7nstant Messen'er% 3CMaccess. Ieneral o))ice hours% D%?0am $%?0pm Monday throu'h Friday. Call to ma-e an appointment.
/e3uired and+or recommended readings
Turnbull, 5.P., Turbi*ille, C., J Turnbull, =.2. F2000A. 0*olution o) )amily-pro)essional partnerships% Collecti*e empo+erment as the model )or the early t+enty-)irst century. 7n Shon-o)), !.P., J Meisels, S.!. Handbook of early childhood intervention !nd Ed." Cambrid'e, Cambrid'e 3ni*ersity Press, pp. E?0-2&0. Yuan, S. F200?A. Seein' +ith 8e+ 0yes% Metaphors o) Family 0(perience. #ental $etardation% &ol. '(% 8o. ?. 55M2. Sin'er, I. =. S. J Po+ers, >. 0. F"GG?A. Contributin' to resilience in )amilies% 5n o*er*ie+, in Sin'er J Po+ers, Families% disability% and empowerment. 1altimore% 1roo-es, pp. $"$-$??. K-lahoma Family Support Partnership Council. F200$A. )klahoma *ndividual and Family Support +rinciples to +ractice *ndicators. K-lahoma City% Center )or >earnin' and >eadership, Colle'e o) Medicine, 3ni*ersity o) K-lahoma =ealth Sciences Center. The Seattle !,,, -eclaration on http%..members.home.net.direct)undin'. Self.-etermination and *ndividuali/ed Funding.
<in'spread Con)erence Proceedin's, March E-D, 20"". 0uilding a 1ational 2genda on Strategies for Supporting Families with a #ember with *ntellectual or -evelopmental -isabilities. 2acine, <7% <in'spread Con)erence Center. >ynch, 0. <. J =anson, M. !. F200$A. -eveloping 3ross.3ultural 3ompetence: 2 4uide for 5orking with 6oung 3hildren and Their Families% 7rd Edition. 1altimore% 1roo-es. Chapters "-?. Ioode, T. D. F200GA. +romoting 3ultural and 8inguistic 3ompetency: Self.2ssessment 3hecklist for +ersonnel +roviding Services and Supports in Early *ntervention and Early 3hildhood Settings. 8ational Center )or Cultural Competence, Ieor'eto+n 3ni*ersity. 5'osta, !. F"GGGA. Family needs% Summary results )rom ten years o) research. Family Support +olicy 0rief 9!. Salem, Kre'on% 8ational Center )or Family SupportH=S27. Friedrich, < 8., Ireenber', M.T., Crnic, L.5. F"GD?A. 2 short form of the :uestionnaire on $esources and Stress. 5merican !ournal o) Mental De)iciency, DD. pp. $B-$D. Dunst, C.!., Tri*ette, C.M., J Deal, 5. I. Cambrid'e, M5% 1roo-line 1oo-s. F"GDDA. 5ppendices in Enabling and Empowering Families.
Turnbull, 5.P. J Turnbull, =.2. F"GG0A. 5ppendi( 1% Iuide )or Iatherin' Family 7n)ormation throu'h Discussion. Families +rofessionals and Exceptionality% !nd Edition. Columbus, K=% Merrill Publishin' Co. Dunst., C. J Tri*ette, C. F"GG$A. <hat is e))ecti*e helpin'M 7n Dunst, Tri*ette J Deal F0ds.A Supporting and strengthening families. Cambrid'e, M5% 1roo-line 1oo-s. 5nderson, 1. J =o'an, C. F"GG$A. Education;Human Services &iew: 2 continuum of Systemic 3hange. K()ord, K=% Dan)orth Foundation. Fisher, 2., 3ry, <.>., J Patton, 1. F"GG"A. 4etting to 6es: 1egotiating 2greement without 4iving *n. 8e+ Yor-% Pen'uin 1oo-s. Cochran, M. Parent 0mpo+erment% De*elopin' a conceptual )rame+or-. Family Science $eview. &ol. <% 8o. " J 2, Feb. J MaE, "GG2, pp. ?-2". Loren, P. J DeChillo,8. F"GG?A. #easuring empowerment in families whose children have emotional disabilities. Portland, Kre'on% 2esearch J Trainin' Center on Family Support and ChildrenNs Mental =ealth, Portland State 3ni*ersity. Friedman, Mar-. F20"0A 215 7mplementation Iuide
-&+++.ra'uide.or'. 8ational Council on Disability. F20"2A. 0(ecuti*e Summary. $ocking the 3radle: Ensuring the $ights of +arents with -isabilities and their 3hildren. <ashin'ton, DC +++.ore(chan'e.or'. ne+olda'e.blo's.nytimes.com.20"2.0".0&.a-community-time-ban-. +++.abcdinstitute.or'.docs.5O201asicO20IuideO20toO2051CDO20CommunityO20Kr'ani6in'-".pd)
4ee56by64ee5 /eading /ubric:
To coordinate the readin's +ith the class pro'ress in this intensi*e )ormat, it +ill be necessary to read appro(imately t+o assi'nments per class meetin', 1ecause some readin's are lon'er than others, pace yoursel*es to lea*e yoursel) enou'h time )or the lon'er readin's.
,lectronic Submissions+Internet 7se: 6 I# applicable
<ritten assi'nments are due t+o +ee-s a)ter the intensi*e, )ace-to-)ace portion o) the course. They should be submitted electronically, usin' 0lackboard.
&&O o) the 'rade +ill be )or class participation. This +ill be measured by & points )or each class )or in*ol*ement and contribution to small 'roup e(ercises, and participation in lar'e 'roup discussion, or by +ritten ma-e-up +or- i) class is missed. 8o more than 2 absences are allo+ed, since the class is participatory. $&O o) the 'rade +ill be based on a ten-pa'e paper on a topic o) your choice, +ith instructor appro*al.
Description o# Class .ssignments:
Ten-pa'e, type+ritten, double-spaced paper, usin' 5P5 )ormat, on a topic o) your choice, +ith instructor appro*al, +ith at least "0 rele*ant +or-s cited, includin' ? citations )rom readin' assi'nments.
$&O o) the class 'rade +ill be )or the paper. ?0 o) the $0 points +ill be )or content# "& points +ill be )or clarity, )ormat and re)erences.
"ercentage Contribution o# ,ach .ssignment:
&&O class participation# $&O paper.
Instructional Se3uence: 6 List the course topics #or each scheduled class meeting date including
readings and assignment due dates. Tuesday, May 20% Philosophy o) Family Support • 7ntroduction, Family Systems 5pproach, 7nterdependence • 8e+ Perspecti*es on 5d4ustment and Copin', Positi*e, Stren'ths-1ased 5pproach <ednesday, May 2"% Philosophy o) Family Support • Po+er, Control, and Sel)-0))icacy • 2ede)inin' Pro)essional 2oles, Models o) Decision-ma-in' Thursday, May 22% Philosophy o) Family Support# Cultural Competence • Principles to Practice 7ndicators • 0(plorin' 7ndi*idual Calues Tuesday, May 2B% Cultural Competence • =o+ >an'ua'e Shapes Calues • Disco*erin' other Cultural Calues • Cultural 2eciprocity <ednesday, May 2D%% Stren'ths, 8eeds J Supports • =olistic Perspecti*es, Family Dri*en 5pproach, 2ationale )or 5ssessment • Formal and 7n)ormal 8eeds 5ssessment • 0))ecti*e Supports Thursday, May 2G% 7denti)yin' and Coordinatin' 2esources • 0mer'in' Models o) Family Support • The 2ole o) the Family Support Facilitator • <or-in' in Teams • Promotin' 7ntera'ency Collaboration Tuesday, !une ?% • 7denti)yin' 2e'ional 2esources • 7n)ormation Systems and 7ntera'ency Collaboration <ednesday, !une $% <or-in' to'ether +ith Families • Person-Centered Plannin' • Con)lict 2esolution • Creati*e Problem-Sol*in' Thursday, !une &% 0*aluatin' Family Support • Puality 5ssurance, 9uality impro*ement • Complaint 5nalysis • Theory o) Chan'e# >o'ic Model Tuesday, !une "0% 0*aluatin' Family Support FcontinuedA • Kutcomes and 7ndicators# the 0*aluation Plan • 2esults-1ased 5ccountability <ednesday, !une "2% 0mer'in' 7ssues in Family Support • Supportin' Parents +ith Disabilities Thursday, !une "?% 0mer'in' 7ssues in Family Support • 8atural Supports • 1arter systems% Time 1an• 5sset 1ased Community De*elopment
FMinimum o) & additional readin's on course content, should students li-e to pursue additional in)ormation on course topicA
Yuan, S., 1a-er-McCue, T., <it-in, L. F"GGEA. Coalitions )or Family Support and the Creation o) T+o Fle(ible Fundin' Pro'rams. 7n I.=. S. Sin'er, >. 0. Po+ers, J 5. >. Klson. $edefining Family Support. 1altimore% 1roo-es. 3hild 5elfare 7=,: The *ntersection of 3hild 5elfare and -isability: Focus on +arents. +++.cehd.umn.edu.ss+.casc+.attributes.PDF.....C<')8Q20"?-0&.pd) Turnbull, =.2., Sto+e, M.5., 5'osta, !., Turnbull, 5., Schrandt, M.S., Muller, !.F. F200BA. Federal )amily and disability policy% Special rele*ance )or de*elopmental disabilities. #ental $etardation and -evelopmental -isabilities $esearch $eviews% &ol. (7% 8o. 2, pp. ""$-"20. Melda, L., Corderer, >., 1radley, C., 5'osta, !. F200GA. 0est +ractices in Self.-irected Services and Supports. Cambrid'e, M5% =uman Ser*ices 2esearch 7nstitute. Sin'er, I.=.S., 1ie'el, D., Con+ay, P. F0ds.A F20""A. Family Support and Family 3aregiving 2cross -isabilities. 2outled'e .
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