Running head: Family Centered Home/ Community Practicum 1

Family Centered Home/ Community Practicum

California State University Dominguez Hills

College of Education

SPE 461- Fall 2022

By Jonnell Knox
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Abstract

This paper describes an observation made of a child with Expressive and Receptive Language

disorder in a public environment outside the classroom. The purpose of the observation was to

learn how to develop a collaboration between families and professionals, such as teachers, who

work with their children. Journal articles, Scholar websites, as well as books were used as tools

to understand why it is important to have this type of parent-professional collaboration. Some of

the articles define the disability to better help one understand what the student is experiencing

and what characteristics the disability might have. The family’s input was the most important

aspect of this observation, because no one knows their child better than the parents. A conclusion

was made; that as long as parents are willing to listen and work with the professionals who serve

their children, the effects would be for the positive both at home and at school. If all educators

would practice having inclusion classroom before having a student with a disability, they would

better understand their students and give them the support they need.
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In today's society, those who are mentally or physically different are frowned upon in the

inferior. However, students with disabilities are not something to be ashamed of or taken lightly.

Students with disabilities should not have to face these hardships alone. Disabilities can easily

be overcome with the proper love, care, and instruction that only educators and families can

provide. Evidence suggests that when families are involved, children are more likely to earn

higher grades and test scores attend school regularly adapt well to school have better social skills

and behavior. (childreincorporated.org)

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Home Visits

Home visits help parents understand their role as their child’s first, and most important,

teacher. By visiting the student at home, it helps families realize their strengths, and unlock their

child’s potential. Home visits meet families where they are figuratively and literally with the goal

of creating trust and ultimately improving educational outcomes. Engaging with families outside

of school helps form a shared understanding and shows that teachers care about their students.

Through home visits gives teachers a way to learn more about their students and get parents

more involved in their child's education. “Home visits should become an integral part of the

child's educational plan” (Scott and Law, 1994). More importantly, the relationship building has

a strong impact on families feeling that their child's teacher really cares about them outside of

school.

Parent/Professional Collaboration

According to education and training and autism and developmental disabilities positive

parent professional collaborative is critical for the educational success of students with autism

and other disability. Parent-Teacher Collaboration: Teacher Perceptions of What is Needed to

Support Students with ASD in the Inclusive Classroom on JSTOR.

The underlying assumption of such partnerships is that everyone who has a stake in a

child’s life, including the parents, teachers, and community, should work together to give that

child the best education possible. In reality, however, key stakeholders in a child’s life may have

many different ideas and beliefs, and, as a result, a disconnect in communication and

relationships among them can arise. In such situations, fluid partnerships between these
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stakeholders can be challenged and resulting tensions can emerge which, in turn, can affect a

child’s educational experience (Staples & Dilberto, 2010).

Student Demographics

1. 2 ½ years old/ Male/ Discovery World Early Education Childcare Center/ Preschool

2. Disability- Speech Delay with expressive and receptive disorder

A speech and language delay is when a child isn’t developing speech and language at an

expected rate. It’s a common developmental problem that affects as many as 10% of preschool

children. This student has been diagnosed with both expressive and receptive disorder.

An expressive language disorder is one in which the child struggles to get their meaning

or messages across to other people. A receptive language disorder is one in which a child

struggles to understand and process the messages and information they receive from others.

Some children have a mixed receptive-expressive language disorder in which they have

symptoms of both types of disorders. There are two major types of language disorders: receptive

language disorders and expressive language disorders.

A receptive language delay happens when your child has difficulty understanding

language. An expressive language disorder happens when your child has difficulty

communicating verbally. What causes this language disorders? Frequently, a cause for a child’s

developmental language disorder cannot be identified. Other times, it can be a symptom of an

underlying developmental delay or disorder. Children with language delays and disorders can

struggle in social and academic situations. Those struggles can result in problems with behavior

and acting out. It is important for caregivers to discuss any concerns regarding a child’s language

development with the pediatrician. Caregivers who suspect a child has a language delay should

refer to the speech and language milestones development chart or speak with their child’s
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pediatrician. While not all children will develop at the same rate, it serves as a good guide as to

the development caregivers should see in children as they grow. Additionally, children with a

receptive language disorder may have some of the symptoms. Difficulty understanding what

people have said to them. Struggle to follow directions that are spoken to them. Problems

organizing their thoughts for speaking or writing.

As where children with an expressive language disorder may have some symptoms as

struggle to put words together into a sentence or may not string together words correctly in their

sentences. Have difficulties finding the right words while speaking and use placeholder words

like “um.” Have a low vocabulary level compared to other children the same age. Leave words

out of sentences when talking. Or Use tenses (past, present, future) incorrectly.

Children with autism often have speech delays, but speech delays alone do not mean your

child has autism. Autistic speech delays usually occur along with other communication issues,

such as not using gestures, not responding to their name, and not showing interest in connecting

with people. Other possible causes of speech delays include hearing loss and developmental

delays.

3. Type of program/services- Currently he receives services for a speech pathologist

twice a week for 1 hours for 12 months. Parents have been encouraged by both his

teachers and therapy to assess for autism. Father wants to get evaluation for him, but

mother is strongly against assessing him until he is three years old in February.

4. Family and Community description- He lives in a two parent home. His is the

youngest of his siblings. Mother is Filipino who works fulltime as a nurse practitioner
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and father is Latino who works fulltime but from home. His paternal grandparents

live in the household as well and only speaks Spanish. This student is learning three

different languages Tagalog from mother, English from school and older brother and

Spanish from grandparents and father. “Living in a bilingual home also may affect a

child’s language and speech. The child’s brain has to work harder to interpret and use

2 languages. So, it may take longer for these children to start using one or both

languages they’re learning. It’s not unusual for a bilingual child to use one language

for a while.(familydoctor.org). His teachers has suggested early invention based off

the signs and behavior he exhibits in the classroom and with his peers.

Observation

My initial contact with the parent was with my student’s father because he mainly does

the pick-ups and drop-offs for school. My job has a strict policy about how teachers/staff should

engage with parents. So I asked Dylan father would it be okay if I interviewed the family and

observed Dylan outside of the classroom setting for a class project. Once they agreed I told the

family a public location would be great and not to be so personal at their home. We choose

Charles H. Wilson Park 2200 Crenshaw Blvd in Torrance for October 10, 2022, at 1:30pm for

one hour. The preparations I made for this observation was to be non-judgmental, keep in mind I

am only here to observe keep enaction brief. Some of the communication skill I employ was

listening to both parents’ point of view. Ask questions for a non-bias point of view. Use language

the parents will understand not medical term or education words. I found a lots of great parent

interview questions online. I arrived at the park first. Then the family arrived shortly after. I

begin my observation as we walked in the park Dylan is a two-year-old boy who attend school 3
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times a week full day, all year round preschool in rolling hills estate. He has been at the

preschool since the beginning of the school year in June. He is the oldest and his age group. I

was worried the observation would not go well because Dylan associate me his teacher with

school where there is rule and boundaries.

When Dylan and his parents arrived, Dylan got out the car babbling. Dylan did not make

eye contact with his teacher or respond to his name to be greeted. Dylan became shy and tried to

hide behind his mother's leg. Dylan's father picks him up and walk over to the play area. Dylan

runs away and climb up the structure. Dylan gets to the bridge begins to walk over but stop

because it is moving it's moving then continue to go across the bridge jumps up-and-down and

clap hands. Dylan gets to slide part of the structure. He tries to go head first but mother yells in a

firm voice "No Dylan on your bottom not safe". Dylan goes down head first anyway. Father

catches Dylan at the bottom of the slide. Father tells Dylan let's try over here Dylan runs away

dad chases after. Mom says something in native language does not bother to interpret. Father

catches Dylan laughs father brings Dylan back over to mom.

After I observed my student at the park. I sat down and interviewed his parents. The

interview was highly informative it made me see mom's point of view who strongly believes that

Dylan is going through a developmental growth delay as were Dylan’s father believes something

isn't quite right with Dylan and want to get early intervention now. The family dynamic you can

feel the tension when I asked certain questions both parents were open and answered all my

questions, but I felt some hesitation was certain questions or one parent would go into more

detail than the other. Dylan’s parents explained to me that they grew up differently and

sometimes they have a different point of view of how their child should be raised. They both

agreed that they feel bad that sometimes Dylan’s disorder takes away from his older brother
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Jakob. At the end of my interview mom said in February, she will revisit getting a referral from

Dylan's pediatrician to be evaluated for autism.

Reflection

Overall, I thought my interview and observation when well. Dylan’s mother was more

receptive to me and the interview. Through the interview The 3 most important pieces of

information that I acquired was discussing Dylan's disorder vs having a disability and not fully

getting the appropriate services he needs. Another thing was making sure, I was using the

correct vocabulary Rather than using terms from a medical or educator So they can understand

me better. Lastly, I learned Dylan is not meeting his short term goals with His speech therapist

Even though I have seen improvement in the classroom mom expectations are different than the

professionals.
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References

EJ1257636.pdf (ed.gov)

Home Visiting: Improving Outcomes for Children (ncsl.org)

The Importance of Home Visits - Children Incorporated

Scott, S. J., & Law, S. (1994). Focus on Autistic Behavior. Home Visits: Partnership in

Education, 8(6), 11-13. Retrieved September 30, 2017, from

http://journals.sagepub.com.libproxy.csudh.edu/doi/pdf/10.1177/108835769400800602

Speech and Language Delay - familydoctor.org

Receptive and Expressive Language Delays - Children's Health Orange County

(choc.org)

Urwin, S., Lees, J. (1997). Children with Language Disorders. United Kingdom: Singular

Publishing Group.

Parent-Teacher Collaboration: Teacher Perceptions of What is Needed to Support

Students with ASD in the Inclusive Classroom on JSTOR

Staples, Kelli E., and Jennifier A. Diliberto. "Guidelines for Successful Parent Involvement,

Working With Paretns of Students With Disabilities." Teaching Exceptional Children 42.6

(2010): 58-63. Print