Newcomer families have experienced the difficult transition of leaving friends and family and their support network behind. As one of the first points of contact, your program’s support is vital to the success of the child with special needs and his or her family.
The Facts
Newcomer families may or may not seem open to communication about their child’s special needs for a variety of reasons. They may not be aware that a special need exists, or may not feel comfortable discussing their concerns about their child’s development. They may also consider the special need a private family matter, or their child’s special need may not have been an issue in their home culture. It is important to develop a support and communication strategy for each child and family to meet their individual needs.
Develop A Relationship With The Family:
- Remember that no one knows the child with special needs better than the family.
- Always make time for questions and listen carefully to responses.
- Share knowledge and obtain feedback, but don’t make assumptions.
- Address the child’s individual needs and behaviours and discuss the different ways the child can be supported by the family and within your program.
- Provide choices to empower the family.
- Recognize that the family needs to have the final word on their child’s care.
- Encourage family members to participate in your program by helping with an activity or sharing a story, game or song.
- Provide parents with information about resources available in the community, then offer to help and be sure to follow up.
- Ask parents about the child’s favourite toys, foods and games. Use this information to create a welcoming environment that includes the child’s interests.
- Make sure that you ask how you can help.
- Visit the www.connectability.ca website and review the special needs fact sheets on the library page.
- Tell the parents how much you enjoy working with their child.
- Share examples of the children’s daily activities with parents (perhaps by using pictures) as a way to connect with them.
- Tell the parents what their child excels at and what’s going well.
- Encourage parents to visit your program at any time.
- Ask parents to share their observations.
- Talk to parents on a regular basis and, when possible, arrange to meet.
Form Stronger Parent Partnerships with a Communication Book:
A daily communication book is a record of the child’s day. It includes his or her activities, progress and moods as well as upcoming events, issues and observations. It can be a useful tool to develop two-way, individualized communication with the child’s family. Talk to the family about how they would like to set up their child’s communication book. You can also involve the child by having them paste pictures into the book to show different activities or experiences. However, when there are serious concerns regarding the child’s care, emotional or physical well-being, discuss them in person.
What To Do About Any Atypical or Unexpected Observations:
It’s important to note and communicate any observations as early as possible. How you approach the parent to talk about your concerns could affect how the family responds.
- Try to arrange a translator if you feel this will be helpful.
- Find a time to discuss your observations without the child present.
- Demonstrate respect for the family member and his or her culture and listen carefully to his or her responses.
- Reflect on your own values, attitudes, perceptions and culture. How are they affecting your interaction with the family?
- Provide parents with concrete examples of your observations and be prepared with a list of community support services. Offer to give them referrals, if necessary.
- Be positive, supportive and honest. Share examples of the child’s strengths and improvements with the parents.
- Reassure parents that information and issues related to their child will be kept confidential.
- Keep in mind that what you identify as a problem may not be viewed this way by the family.
- Help the family develop an action plan. Consider their suggestions even if they differ from yours.
- Reassure the family that you are happy to work with them to achieve the best outcome for their child.
- Show respect for the family’s choices and opinions to build the foundation for a stronger partnership.
RESOURCES:
Allen, Paasche, Langford, & Nolan. Inclusion in Early Childhood Programs: Children with Exceptionalities, (4th ed.), Toronto (ON): Nelson, 2006.
Ashworth, M., Wakefield, H.P. Teaching the World’s Children, ESL for Ages Three to Seven, Toronto (ON): Pippin Publishing Corporation, 2004.
Ryerson University, School of ECE, GRC Staff, April 2009.
Weitzman, E., Greenberg, J. Learning Language and Loving It, (2nd ed.), Toronto (ON): The Hanen Centre Publications, 2002.
Beyond The Journal, Young Children On the Web, Supporting Families of Special Needs Children, Louise Kaczmarek, January 2006.
Learning Together: Tip Sheet, Creating A Communication Book. www.connectability.ca
Parents As Teachers: Centre for Professional Development and Enrichment, 2008
