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Family Experience Journal Part 3 By: Hillary Pyle
Overview of Child <ul><li>Primary Disability: Cognitive Disability in the mild range </li></ul><ul><li>Secondary Disability: Emotional Disability </li></ul><ul><li>Some behaviors observed: intimidating other students, lying, bursting out in class verbally, and insubordination. </li></ul><ul><li>We spend 90min together every other day working on social skills, reviewing referrals, anger management, positive experiences, etc. </li></ul><ul><li>I am the advisor for Best Buddies, which he participates in. This has been a great experience for him! </li></ul><ul><li>I pull into his Art class to see what his is working on and to modify the curriculum when needed </li></ul>
Family Overview <ul><li>Biological mother suffers from mental illness. </li></ul><ul><li>Lives with adoptive parents and three biological siblings </li></ul><ul><li>Adoptive mother quit practice as a clinical psychological social worker to be available for child’s needs </li></ul><ul><li>Father works nights as a postal employee </li></ul><ul><li>Biological siblings are older and out of the house; one is incarcerated </li></ul>
School/Home Program <ul><li>Receives services in a functional curriculum </li></ul><ul><li>Not allowed to be in the hallway during passing periods, due to behavior </li></ul><ul><li>Has one class period in a self-contained emotional disabilities classroom </li></ul><ul><li>Sees a psychologist outside of school </li></ul><ul><li>Daily emails sent home to parents regarding class behavior, participation, homework, and any other comments necessary </li></ul>
Goals <ul><li>He would like to participate in the work study program. However, due to behavior he has not been able to obtain a job in the community. Next year we will review his progress and see if he can participate 2 nd semester </li></ul><ul><li>He has IEP goals in the areas of reading, writing, math, vocational, and behavior. </li></ul><ul><li>My goal is to see him grow emotionally and be able to handle situations that arise in a positive manner. I would like to see him participate in the community employment program through school before he graduates. </li></ul>
Outside Activities/Services <ul><li>He sees a psychologist outside of school </li></ul><ul><li>He participates in Best Buddies with the school. He has been able to maintain a friendship with a general education student and participate in activities in the community. However, when there are behaviors at school he is not allowed to participate in community activities. This has been a positive reward for him for good behavior. </li></ul><ul><li>He is not involved in any sports or social activities outside of school and I feel that this may have an impact on him negatively. He would like to join groups, but due to behavior his parents are hesitant. </li></ul>
What I leaned from the family & what they learned from me: <ul><li>I feel that since his change in placement, medication adjustment, treatment, intervention, and instruction in the emotional disabilities classroom his overall self esteem has improved. His progression since his new placement has been amazing. He seems more relaxed, open to discussion about his behaviors, more motivated to learn, and appears to try to make more of a conscious effort in becoming more self aware of the actions that will create and the consequences. He has been making every effort to make better decisions that can generate positive well thought out choices rather than just impulsively acting out. At this point I feel that we are on target in providing him with the tools he needs thus far and he is benefiting from the services. This would not have be possible without the support from his family. They keep in close contact with the school and attend meetings on a regular basis. When problems arise the family is there to support the school and student. I look forward to working with this family in the future. </li></ul><ul><li>When asking the family what they have learned from me they stated that they learned there are people in the school system that are determined to do what is best for the child. His mother stated that the consistent contact that we have kept has helped them at home and has been a positive force with the student. They feel that the school has supported him and helped him develop skills academically and emotionally. With the continued support in place he can only grow in a positive light. </li></ul>
Connections to Text <ul><li>I have made several connections with my families issue and text from Families and Children with Special Needs . When reviewing chapters one through three I am able to make connections with the amount of support the family has at home and school for this student. We have worked together as a team to develop a great support system for this student and have utilized the home supports at school to help make connections and keep consistency in this student’s life. Chapters four and five discuss family dynamics and I feel that understanding this families dynamics explains quite a bit of his problems. He was adopted at a very young age, currently one of his sibling’s lives out of state, one still at home and one incarcerated. His biological mother’s medical history in the area of mental health has been informative in his recent eligibility change. In chapter six it discusses communication between family and home. I feel that we have a great system in place and it has been successful for him. However, getting this in place and getting his teachers to send daily messages to his mother have been a challenge that I have had to overcome. Now that his teachers can see the benefits of this daily communication issues that arise are dealt with immediately and he knows his consequences and is more responsible for his actions. In chapter eight reviewing the special education process connects with the evaluation that was completed this year to determine an eligibility change for him. </li></ul><ul><li>Reviewing the Collaborating with Families case studies the one study that sticks out in my mind that I could relate to for him was chapter six One Last Chance, Again: Frank’s Story. When reading this I thought of him and what could result if he did not have the support system in place. Reading this case study put things in perspective on what my role is and how I need to help the family so he and others don’t fall down the wrong path. Also, that parents need support and direction from the school to help their child reach their full potential and be successful after high school. </li></ul>