Educational Service Guidelines for the Students who are Deaf and Hard of Hearing
Standard 32: Family Leadership and Participation in Program Development
Standard 32: Family Training and Support
Programs and school services actively promote families as equal partners encouraging strong collaboration between program/school staff and the development of family leadership. This collaboration is reflected in every aspect of the program or school and includes a plan for involving families when developing, evaluating, changing, implementing service for students who are deaf/ hard of hearing. Ohio Operating standards for students with Disabilities: 3301-51-07(J)(1)(2)(i)(ii)
For partnership success, it is recommended that a wide range of strategies are used to ensure that families are involved in decision making and problem solving resulting in an effective, communication-driven education for all children. The Parent Mentor Project with Ohio Coalition for the Education of Children with Disabilities was established to represent the parent perspective in state and local initiatives, and to assist in the coordination of support to families.
Considerations for family leadership may include:
- Guides families through the special education process;
- Helps families understand their rights and responsibilities;
- Provides information and resources to families and schools. This includes education laws and district programs;
- Engages community services and other resources to support schools and families;
- Attends Individualized Education Program meetings and other meetings at the requests of the family or staff members;
- Listens and supports both the families and teachers on an individual basis;
- Hosts information sessions or workshops for families and professionals;
- Connects families, schools and the community to benefit students with disabilities.
Family/professional collaboration is an essential component in creating a successful program. “Parents have been under-represented at the level where decisions are being made about programs and services for their children. But parents remain the consistent, long term case manager for their child; overseeing the programming and 'watch dogging' its quality.” (Wright & Wright, 2001) Communication is key in this partnership within the educational team allowing families to be a valuable resource in planning and decision-making around their student's academic plan, maintaining a positive school culture/environment and policy development that involve family perspectives with equal partnerships in mind.