ID Child (Benchmark Assessment)
Significant Connections for Families of an ID Child (Benchmark Assessment)
In the context of , a family (from : familia) is a of related either by (by recognized birth), (by marriage or other relationship), or co-residence (as implied by the etymology of the English word “family”)[] or some combination of these.[] The purpose of families is to maintain the well-being of its members and of society. Ideally, families would offer predictability, structure, and safety as members mature and participate in the community. In most societies, it is within families children acquire for life outside the family. Additionally, as the basic unit for meeting the basic needs of its members, it provides a sense of boundaries for performing tasks in a heterosexual environment, ideally builds a person into a functional adult, transmits culture, and ensures continuity of humankind with precedents of knowledge.
generally classify most family organizations as (a mother and her children); conjugal (a wife, her husband, and children, also called the ); (for example, a grandparent, a brother, his sister, and her children); or (parents and children co-reside with other members of one parent’s family).
Members of the may include spouses, parents, grandparents, brothers, sisters, sons, and daughters.[] Members of the extended family may include aunts, uncles, cousins, nephews, nieces, and .[] Sometimes these are also considered members of the immediate family, depending on an individual’s specific relationship with them.[] Sexual relations among the members are regulated by rules concerning such as the .
The word “family” can be used metaphorically to create more inclusive categories such as , , , and .
The field of aims to trace family lineages through history.
The family is also an important economic unit studied in .
a) Interview a teacher of students with Intellectual Disability. Specifically, focus your interview questions concerning the impact an individual with Intellectual Disability has on family structure. You may also want to center your questions on the collaborative skills necessary for teachers to possess when interacting with families who have a child with Intellectual Disability.
b) Next, attend an IEP meeting and/or conference for a student with Intellectual Disability.
i) During the meeting, note the interactions that take place, facilitation skills that are employed during the meeting, and the manner in which information is disseminated to parents.
ii) According to what you have learned in this course, are these interactions, skills, etc. appropriate in terms of effective interactions with parents of children with Intellectual Disability?
iii) Write a 1,000-1,250 word essay that chronicles your observations and reactions, using your
text and notes from lectures, and your recommendations to foster better collaboration with regard to what you observed in the meeting.
c) Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center.
