Collaborating with Families Assignment: IRIS Center Module Analysis

This assignment addresses the IRIS Center module on Collaborating with Families, focusing on the emotional experiences of parents with special needs children. It explores the range of emotions such as anger, grief, anxiety, depression and denial, and proposes strategies for teachers to support parents experiencing these emotions, including showing respect, active listening, and proactive communication. The assignment identifies three distinct parental roles beyond typical parenting, such as mentor, aggressive role and showing empathy. It also analyzes a case study involving a child with cerebral palsy, identifying stressors for the mother, such as mobility issues and the impact of a new school environment. The solution outlines communication strategies for teachers to build trust, ensure safety, and promote the child's development, as well as the importance of maintaining privacy and confidentiality based on ethical guidelines.

Running head: COLLABORATING WITH FAMILIES
COLLABORATING WITH FAMILIES
Name of Student:
Name of University:
Author’s Note:

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Answer number 1.
The parent of the child with special needs may experience range of emotions which
includes anger, grief, anxiety, depression and denial (Moses, 2002). There is the need to teach
the parents to manage anger and grief. As a teacher, I will work by showing them respect and
being calm in my practice with these parents. I will also listen to their concern and be proactive
towards them. This will help to manage their emotions and will promote their emotional
wellbeing (IRISCENTER, 2019).
Answer number 2.
The three different role associated with the parents of special child that are unlike the
normal character of parenting:
1. As special child have different behaviour and character, the parents play role of a mentor
where they help their children with daily living activities like eating and bathing (Beach
Center on Disability, 2007).
2. The special child also have different emotions which may distress the parents. Due to
this, the parents may play aggressive role and does not show the character to support and
motivate the child (Lim, 2008).
3. It is evident that, parents with special needs show more care, concern and empathy than
the other parents of normal child (Beach Center on Disability, 2007).
Answer number 3.
Concern with the case study, Reese’s mother is experiencing following stressors:

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1. As she is depended on the wheelchair for her mobility, her mother is worried regarding
how she would manage the new environment of school. She have to visit her school
regularly to check for her safety which can affect her time.
2. It is evident from case study that grandparent’s house is located in upstairs, Reese’s
mother can be stressed thinking how she would help her special child with the stairs. She
has to invest extra time in assisting her, which can also be a hurdle in going school.
Answer number 4.
As a teacher of Reese, I will try to communicate with her family with respect and show
humble behaviour to Reese. I will be an active listener which will help to develop sense of
empathy with them. I will discuss with them the safety measures that we will provide to Reese
and work in her overall development (McClure, 2002). This will help in gaining trust of the
family which will be beneficial to build good relationship with them. This will create sense of
relaxation to the family of Reese and welcome them with respect to the new school (Parent
Teacher Association, 2007).
Answer number 5.
According to the study of Council for Exceptional Children (1983) it can be inferred that
maintaining privacy and confidentiality are the most important ethics in any profession. Hence, it
is my responsibility to maintain the working ethics to become a competent teacher. Therefore, I
will not disclose the private information about the family of Reese. I think gossiping and making
fun of others is sign of unprofessionalism in the field of teaching. Further I will give advice to
the other teacher to incorporate professionalism in their work.

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Reference
Beach Center on Disability. (2007). Positive adaptations and coping strengths of families who
have children with disabilities. Retrieved August 24, 2007, from
http://www.beachcenter.org/resource_library/beach_resource_detail_page.aspx?
intResourceID=1315
Beach Center on Disability. (2007). Positive perceptions of disability fact sheet. Retrieved
August 8, 2007, from
IRISCENTER (2019). Collaborating with Families. Retrieved from:
https://iris.peabody.vanderbilt.edu/module/fam/
Lim, S. (2008). Parent involvement in education. In G. Olsen & M. L. Fuller (Eds.), Home-
school relations: Working successfully with parents (pp. 127–150). Boston: Pearson
Education.
McClure, P. (2002). Parents’ right to know about their child’s and school’s achievement.
Baltimore, MD: National Network of Partnership Schools.
Moses, K. (2002). Childhood disability: A parent’s struggle. Retrieved August 16, 2007, from
http://www.pediatricservices.com/prof/prof-15.htm
Parent Teacher Association. (2007). PTA position: Parent involvement. Retrieved May 31, 2007,
from http://www.pta.org/topic_parent_involvement.asp