Вашето ниво на обучение

Ние предварително сме избрали "Всички нива" за вас, но вие можете да промените нивото на обучение по всяко време, като изберете една от опциите на това меню. Промяната на вашето ниво на учене ще ви върне към началото на модула.

Затвори
Support

(e.g. Counselling / Active Listening / Family library)

 

1. Do you have a designated space that is labelled Parents Room? Could it be renamed to 'Family Room'?

 

2. What mechanisms have you made explicit for families to make contact for advice, guidance, etc.?

 

Rate your performance:
(perceived self evaluation)






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Education

(e.g. Workshops for different family members - sibshops, 'supporters club')

 

1. Do you offer workshops for families of students on your SEN Register to brief them on specific strategies they could use at home?

 

2. Do you offer anything specifically for 'other' family members, e.g. events for Dads or 'Sibshops' (workshops for siblings who may carry particular issues about a sibling with special needs).

 

Rate your performance:
(perceived self evaluation)






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Liaison
(e.g. Review meetings, sibling events, Sundads email group)

 

1. Are your Review or IEP planning meetings open to any family members with a contribution to make?

 

2. How inclusive is your correspondence with the home? Does it always begin 'Dear Parents', or could it be 'Dear Family Members'? Are your facilities clearly 'All Welcome'?

 

Rate your performance:
(perceived self evaluation)






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Communication
(e.g. Newsletters, 'fun' events, booklets for siblings, Family library)

 

1. Is your communication flexible and inclusive of all family members, or does it only record the names of the parents? Are the siblings or grandparents mentioned, or others who support the child? Do you know who you are communicating with?

 

2. Are the child's achievements recorded in a way that can be shared with the supporting family group (i.e. via a DVD of video clips or through a photo diary)?

 

Rate your performance:
(perceived self evaluation)






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Information
(e.g. Child's interests, skills and abilities)

 

1. The family is always the richest source of information about the child. In seeking to address the child's special needs have you met with his/her key family supporters?

 

2. How do you sustain a two way flow of information which empowers the family in their task of supporting and caring for a child with special needs? Are you enabling a proactive partnership which builds a team-around-the-child?

 

Rate your performance:
(perceived self evaluation)






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Collaboration
(e.g. Reinforce programmes at home)

 

1. Do you have packs of resource materials available for families to use at home.

 

2. Is there a shared electronic forum where families can review resources, comment on initiatives or access high quality information (e.g. facts on autism, dyslexia, etc).

 

Rate your performance:
(perceived self evaluation)






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Resources
(e.g. link families; providers of practical resources)

 

1. Do you have a Link Family Scheme, where (with consent) families of new children with SEN are put in touch with existing families (perhaps on the basis of similar need, e.g. asthma, diabetes, dyslexia, etc).

 

2. Are there resources, electronic or otherwise, that families can access which deepens their insights and understanding into their child's needs?

 

Rate your performance:
(perceived self evaluation)






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Policy
(e.g. Governing body, Advisory groups)

 

1. Does your School Policy speak of 'Partnership with Parents'? Is this an accurate reflection of practice?

 

2. Are there family representatives, other than parents on your Governing or Advisory groups?

 

Rate your performance:
(perceived self evaluation)






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This table gives a model for schools and organisations when establishing partnerships with families.

 

It highlights that a partnership is two way - it focuses on families' typical needs and how they could be met, but also the range of contributions that many families can offer to assist with school practice.

 

Families can provide schools with a broader base and a richer perspective from which to engage in the shared task of educating the child with severe and complex learning needs.

 

1. Explore each aspect in more detail by clicking on each title.

2. Rate your perceived performance for each title.

A model for partnership with families

Family Needs

Some

Support

(e.g. Counselling, Active Listening)

Many

Education

(e.g. Workshops for different family members)

Most

Liaison

(e.g. Review meetings, siblings events, Sundads email group)

All

Communication

(e.g. Newsletters, fun events' booklets for siblings, Family library)

All

Information

(e.g. Child's interests, skills and abilities)

Most

Collaboration

(e.g. Reinforce programmes at home)

Many

Resources

(e.g. link families: providers of practical resources)

Some

Policy

(e.g. Governing bodies, Advisory groups)

Family Contributions