By Louise Porter
This useful expert reference highlights the significance of lecturers' and caregivers' responsiveness either to the kids and their mom and dad.
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Extra resources for Educating Young Children with Special Needs
Nevertheless, they do know what they wish their children to achieve, and in response to this message we can apprise them of the services we can offer. Our main role, then, is listening, rather than talking or telling (Dunst et al. 1988, 1994; Sokoly & Dokecki 1995). At the same time we must recognise that the most educated and well-resourced parents (in terms of available time, income and personal support networks) are likely to be those who are most able to articulate their goals and thus to receive a wide range of services (Mahoney & Filer 1996).
This was an advance on the earlier focus on assessing what resources and skills they lacked (Powell et al. 1997), but still placed professionals in charge of determining service priorities, which is inconsistent with a collaborative philosophy (Sokoly & Dokecki 1995). A more recent view is that parents’ equal status does not necessarily mean day-to-day participation in their child’s program (Arthur et al. 1996)—as many parents have other commitments both within and outside the family. It is also acknowledged that, like parents of typically developing children, parents whose child has additional needs have a right not to participate in their child’s education.
Cultural competence can be attained by becoming aware of the assumptions and values implicit in your own culture, being sensitive to the fact that these will Educating Children - TEXT copy 6/12/02 12:41 PM Page 35 COLLABORATING WITH PARENTS 35 not be universally shared, and attaining and applying information about other cultures through reading and personal and professional contacts with individuals who bridge cultures (Lynch & Hanson 1996). When you are ignorant of parents’ cultures, it can be a simple matter just to ask them about the practices in their country.