A Family Plan- Collaboration and Communication Efforts to Help Rebecca Smith
Part 1: Demographics/Interview
Name of interviewee: John Smith
Name of individual with the disability: Rebecca Smith
Description of the disability: Rebecca has Down Syndrome
Age of the individual with the disability: 15
Interview Questions and Responses
Can you share a bit about your journey with Rebecca’s education and the challenges you’ve faced along the way?
John: It is after the birth of Rebecca that doctors diagnosed her with Down Syndrome. It was challenging to accept at first, but my wife and I made a resolution to love her and provide her with all the necessary support so that she could live a pretty normal life. Upon her reaching school age, we enrolled her in a local public school. However, we realized that the school was not fully equipped to handle students like Rebecca. The teachers there were also not trained to care for children with Down Syndrome. We had to look for a better alternative for our daughter.
How did you go about finding the right educational setting for Rebecca?
John: This was one of the most hectic and demanding parts of my daughter’s journey. It drained us mentally and physically. After realizing that the local public school could not cater to our daughter’s needs effectively, that is when our hustle for a new school started. The teachers in that local school were very helpful in giving us guidance and recommendations on how to approach and go through the process. We also talked to other parents in similar situations in order to get some useful insights on what was best for Rebecca. Besides, we did a lot of research online, trying to compare and contrast different schools and their resources. Lastly, we physically visited several schools and programs. At last, my wife and I were able to find a private school that specialized in taking care and educating children with Down Syndrome. It was kind of expensive, but we felt that it was the best option for our daughter. We were ready to invest in her future.
Can you talk about your experience with collaboration between the school and home in terms of providing support for Rebecca?
John: Sure. The private school has been great in terms of collaboration compared to experiences I have heard from parents of children with the same condition but studying in public schools. They regularly invite us to meetings so as to discuss Rebecca’s progress and utilize the meetings to address any concerns we may have about the well-being of our daughter. They also provide us with resources and strategies to help her at home. It is a collaborative effort that we wholly appreciate, and we feel like we are all working together to support Rebecca’s education. Despite the commendable efforts towards collaboration, I feel more can be done for the sake of my daughter.
Can you tell me more about what specific resources and interventions you feel she needs?
John: Yes, absolutely. We feel that Rebecca could benefit from more specialized educational resources and interventions tailored to her specific needs. While her private school has been great in terms of collaboration, we still feel that there’s room for improvement in terms of the overall coordination between school and home. We want to ensure that Rebecca is able to access the resources and support she needs to succeed academically and reach her full potential.
How do you think the education Rebecca has received has prepared her for life after school?
John: That is a tough question, to be honest. I think the education she has received has been beneficial in many ways and has gone a long way in fostering her holistic development. She has learned a lot of practical skills that will be helpful in everyday life. As her parents, we are usually delighted seeing her execute tasks that we were initially skeptical that she would ever be in a position to undertake. However, I do worry about what will happen after she finishes school. Finding a job in this country can be a bit challenging, and her condition does not make things better. Besides, I also find myself worrying about how she will be able to live independently in the event that she will have to work far from home where we can monitor and take care of her. These are all things that give us sleepless nights and worry, but we are still figuring them out.
Have you been able to access community services and supports that have been helpful for Rebecca?
John: Yes, we have. We are lucky to live in an area with a lot of resources for people with disabilities. Rebecca participates in a few different programs that provide support and opportunities for socialization. This participation gives us peace of mind due to the fact that we know our daughter has a solid support network outside of school. By participating in the program, our daughter is able to continue learning outside the school setup. Most importantly, Rebecca gets an opportunity to practice the social skills she has acquired in school in a real-world scenario. In the community, Rebecca participates in a social skills group under a local community agency that cares for children with special needs. My wife and I deeply appreciate the positive impact the group has had on our daughter’s social development. In this group, she meets other children of her age with whom they share similar experiences and challenges. This program has been helpful, and my daughter has learned a lot from it. Apart from social skills, we have a job training program in our neighborhood run by a non-governmental organization that aims to help students with disabilities gain work experience and develop job skills. As her parents, we feel that this program will go a long way in preparing our daughter for work life in the future.
Can you talk about any challenges you have faced in terms of accessing these community services and supports?
John: The biggest challenge of them all is long waiting lists due to the high demand for these services and also the few personnel that work in these agencies. We have, at times, found it hectic to get these services for our daughter due to this prolonged delay. You have to be keen as a parent to figure out how to navigate the system and figure out what is available, and how you can access it for the sake of your child. Otherwise, your kid might end up gaining little from the services or not gain at all. Besides, the various agencies offering the services and support lack coordination among themselves. This makes it difficult for us to keep track of various services by each. It also creates confusion.
How do you feel about Rebecca’s future as an adult with a disability?
John: I always think a lot about it. It is a mixture of anxiety and optimism. The anxiety emanates from the worry about her safety and well-being. I often find myself worrying about how she will cope with the demand to be independent that comes with adulthood. However, I am optimistic that the investment and efforts that I have put into making sure that my daughter’s future is bright will not be in vain. I envision a strong lady who will be very successful in both her work and social life.
What advice would you give to other parents who are navigating the education system for a child with a disability?
John: To parents out there with students with disability and schooling, my message to you is never be afraid to advocate for your child. Always be proactive and ask questions where you have concerns, or feel that you need some clarification. Also, I would like to tell these parents never to be afraid of exploring different and unique options for their kids. What works for one child does not necessarily mean that it will work for your kid, even if they share the same condition. There are a lot of resources here to ensure the holistic development of these kids; hence, they should not shy from asking for support. Furthermore, I want to tell parents who have children with disabilities to always remember that they are not alone. Many parents are out there going through similar experiences and struggles. The silver lining in this dark cloud is that there are people who are willing to help. Parents should not shy away from seeking that help.
Part Two: Needs Assessment
Top of Form
Priority 1: Preparation for Life after School
Rebecca’s father expressed deep-seated concerns about Rebecca’s future post-schooling. Since her daughter possesses a disability in the form of Down Syndrome, John is a worried father. He is unsure of how Rebecca will face the world out there after completing her studies. Right now, she lives under their wings. They provide her with everything and monitor her life closely. However, after completing school Rebecca will have to live independently as an adult. That is what gives John and his wife concerns.
This need can be addressed through a collaborative approach. This approach should bring on board Rebecca’s family, the school, and the relevant community agencies. The collaboration should focus on preparing Rebecca to face life outside school with confidence and the necessary social skills. The mentioned parties should come up with a comprehensive plan to help the girl lead an independent life. They should facilitate tasks aimed at helping her execute some chores on her own so that in the future she does not have to depend on other people for the same. The crafted plan should be flexible and adaptable because Rebecca’s needs are not static, they are bound to change with time.
The best method for collaboration that can be employed to effectively address this need is regular meetings between the school, family, and relevant community agencies. The three parties should work in unison and maintain seamless communication so that Rebecca’s needs are comprehensively addressed. They should schedule quarterly meetings or schedule them as deemed necessary so that they can have a platform to discuss and update the plan in as far as preparation of Rebecca for life after school is concerned. All parties should have a voice in these meetings and feel free to contribute to the plan.
Priority 2: Improved collaboration between school and home
John noted that the private school they found for their daughter has been doing commendable work in terms of collaboration. However, Rebecca’s father expressed the feeling that more could be done to improve the collaboration between home and school for her daughter’s benefit.
To address this need, the school and Rebecca’s family have to work harmoniously. Her parents can get crucial updates on her progress in terms of academics and other school activities from the school. On the other hand, the school can get to hear about her progress at home from her parents. This collaboration between home and school can be an avenue for Rebecca’s parents to contribute any input they may have as far as their daughter’s educational journey is concerned. They can also air any concerns that they may have so that the school can address them effectively.
To facilitate this need, using regular phone calls is the best collaboration method. These calls allow the school and parents of Rebecca to update each other on how Rebecca is progressing and responding to the various laid-down plans meant to help her. Regular communication through phone calls also provides an avenue for both parties to chip in any suggestions that they may have. They can also raise concerns that they may have.
Priority 3: Access to community services and supports
Rebecca’s father mentioned in the interview that they faced significant hurdles in accessing community services and support for their daughter. The long waiting lists and lack of coordination among the responsible agencies emerged as the key challenges. To ensure that this need is addressed and that Rebecca gets the necessary community services and support she needs to make her life easier, there is a need to improve community access to these services. Waiting lists can be reduced by these agencies expanding their workforce so that they can attend to many people at a go. Besides, service rendering should be regular and consistent so as to eliminate the build-up of a backlog of cases needing attention. Besides, involved agencies should streamline their services and coordinate with each other so as to avoid the confusion that comes up as a result of a lack of coordination.
The best collaborative approach for this need is regular meetings between Rebecca’s family and the given community agencies. The parents can make an effort to stay in touch with such agencies in a bid to ensure that their daughter readily gets access to community services and support when necessary. In these meetings, the parents, as well as the community agencies, should have a voice and have an opportunity to contribute to the plan of helping Rebecca.
Part Three: Research-Based Strategies/Interventions
Strategy One: Transition Planning
A study by Frentzel et al. (2021) found that students with disabilities who had a transition plan in place were more likely to be employed and living independently after high school. This study underscores the importance of having a transition plan in place for students with disabilities. The process involves preparing a framework for these students to move from one level of education to the other and, lastly, move from the last level and venture into adult life.
Collaborative efforts between Rebecca, her family, school, and relevant authorities are needed to facilitate her transition. This transition will ensure that Rebecca does not face transitional difficulties when joining high school and tertiary organizations. Besides, if this plan is executed well, Rebecca will have smooth sailing joining the community after school life. The mentioned transition phases, which present serious challenges for students, especially those with disabilities, can be navigated smoothly by Rebecca if the transition planning is carefully planned and executed. Transition planning works best when started when a student is between 14 and 16 years old and continues until the student leaves the last level of school. This means that if they have not yet started it for the girl, they are still well within the recommended age since Rebecca is 15 years old. In executing this transition planning for Rebecca, the parties involved should identify her strengths, interests, and preferences and build on them. They should then craft a plan that outlines her goals for employment, education, and independent living. It is important for the plan to be flexible and adaptable, as Rebecca’s goals and needs may change over time.
Strategy Two: Assistive Technology
A meta-analysis by Fernández-Batanero et al. (2022) found that the use of assistive technology significantly improved academic outcomes for students with disabilities. The results presented several angles through which this technology makes the learning experiences of special needs smoother. For instance, it was found that assistive technology improved the teaching and learning process by 13.5%. Further, it enhanced the autonomy and independence of these students by 18.92%. Lastly, the technology boosted the acquisition of social skills by 11.49%.
Turning to the case of Rebecca, her Down Syndrome condition warrants that she needs some assistive technology in order to make school and social life less challenging. She can benefit from a wide range of assistive technology tools designed for her condition. Most common options include communication devices such as augmentative and alternative communication (AAC) tools, visual schedules to provide structure and reduce anxiety, fine motor aids like adapted pencils or grips, weighted blankets for comfort and sleep improvement, speech therapy apps, and social skills training programs (NIH, 2017). These are just a diverse range of assistive technology devices for people with Down Syndrome, and this does not mean that Rebecca needs all of them. To identify which device best suits the girl, Rebecca’s parents should collaborate with her teachers to settle on what they should acquire for her. Besides, it is also vital to consult a specialist in this condition since they are in the best position to assess the kid and determine what will work for her. After settling on the appropriate assistive technology, the next step would be to integrate it into her educational program and use it regularly to support her learning and academic success.
Strategy Three: Individualized Support Services
Gosse et al. (2017) found that individualized support services significantly improved outcomes for individuals with disabilities. These are services specially designed to meet the individual needs and abilities of each individual with a disability. In providing individualized support, individuals with disabilities are treated as unique entities and not generalized as a group. There is the understanding that even though the condition the group is suffering from is the same, their needs may be unique and vary widely.
Rebecca is suffering from Down Syndrome. It would be inappropriate to assume that she can be greatly helped by placing her in a group of kids with a similar condition and offering group care. John stated that he wants the best for her daughter so that she can live a pretty normal life and be successful in life despite her condition. To achieve this, Rebecca needs individualized support. To implement it, Rebecca’s family will have to collaborate with her school and identify the most beneficial individualized services that can be rendered to their daughter. These services should be done after a thorough assessment of her needs and abilities. What follows then is integrating this support into her daily learning so as to normalize the behavior or skill that is intended to be brought out by the support services. Regular communication and meetings between Rebecca’s parents and her teachers can prove vital in monitoring the progress and effectiveness of these individualized support services.
Strategy Four: Vocational Training
A study by Wongmonta (2023) found that individuals who received vocational training had higher rates of employment and earned higher wages than those who did not receive these services. The study, conducted in Thailand, found that workers with vocational training earned a significant wage premium of 15.1% compared to general education graduates who earned less. Vocational training provides students with the skills and knowledge they need to succeed in the workplace.
Focusing on the case of Rebecca, her father is worried that she might find it very difficult to land a job after completing school. To increase her chances of landing a job, vocational training is vital. The implementation of this strategy requires a collaborative approach. Her parents should work in liaison with the school and community agencies so as to come up with the best vocational training programs that can help this girl. From such programs, Rebecca can gain specific job skills and soft skills, which will be pivotal for her in securing a job after she is through with her studies. Implementing this strategy should not be the sole determination of parents, teachers, and community agencies. Rebecca should be involved because whatever programs that she is to be enrolled in must be connected to her interests. Any attempt to force her into something that she does not enjoy doing will prove futile and will not yield the results anticipated. The identified vocational programs should also be integrated into her learning so that she does not find it as a disconnect from school work. She should be able to view the vocational programs outside school as a continuation of what she does in school. The collaborating parties should maintain good communication and hold regular meetings to assess the progress of Rebecca’s vocational training programs.
References
Fernández-Batanero, J. M., Montenegro-Rueda, M., Fernández-Cerero, J., & García-Martínez, I. (2022). Assistive technology for the inclusion of students with disabilities: a systematic review. Educational Technology Research and Development, 70(5). https://doi.org/10.1007/s11423-022-10127-7
Frentzel, E., Geyman, Z., Rasmussen, J., Nye, C., & Murphy, K. M. (2021). Pre-employment transition services for students with disabilities: A scoping review. Journal of Vocational Rehabilitation, 54(2), 103–116. https://doi.org/10.3233/jvr-201123
Gosse, L., Griffiths, D., Owen, F., & Feldman, M. (2017). Impact of an individualized planning approach on personal outcomes and supports for persons with intellectual disabilities. Journal of Policy and Practice in Intellectual Disabilities, 14(3), 198–204. https://doi.org/10.1111/jppi.12209
NIH. (2017, January 31). What are common treatments for Down syndrome? Http://Www.nichd.nih.gov/. https://www.nichd.nih.gov/health/topics/down/conditioninfo/treatments
Wongmonta, S. (2023). Revisiting the wage effects of vocational education and training (VET) over the life cycle: The case of Thailand. International Journal of Educational Development, 103, 102886. https://doi.org/10.1016/
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Question 
You will select an adult family member of someone with special needs to inquire about their school experiences specific to collaboration as it pertains to school support and services. The person with a disability should be old enough to where the parent has had the opportunity to have interaction with school personnel and community agencies, if relevant. You may select a parent of an adult child.
A Family Plan- Collaboration and Communication Efforts to Help Rebecca Smith
List each question and then give the response underneath the question in a double-spaced typed format. Shorter answers can be written word-for-word, but you must give a rich and detailed summary for longer responses. It is appropriate to use first-person language throughout all three parts of this assignment.
Part 1: Demographics/Interview
Start by simply listing the relevant demographic information listed below (#1-4)
- Name of the person you are interviewing:
- Name of individual with the disability:
- Describe the disability:
- Age of the individual with the disability:
Write the interview questions and responses in the second half of part 1. The length of responses is dependent upon the person you are interviewing. Try to construct questions that will elicit thoughtful responses.
In each interview, you will develop 8-10 interview questions that apply to understanding the needs and experiences of families as they navigate school and community concerns for their child. Questions could, but don’t have to cover collaboration between school and home, how the family reacted to and lives with the child identified with a disability, thoughts about after-school outcomes, connections with community services and supports, etc.
This portion of the assignment should be 3-4 pages in length.
Part 2: Needs Assessment
Based on the interview with the family member (Part 1), create a needs assessment for the student with disabilities. A needs assessment is where you identify a problem or concern that you learned about in the interview. Perhaps it is preparation for work after graduation, or perhaps it is a collaboration between school and home. The need will be completely dependent on what you find in the interview.
Identify 3-5 needs, prioritize them (number 1 is most important, number 2, etc.), explain what is required for the need to be met, and include one method for collaboration for each need. Example: Parents will receive one phone call from the special education teacher every other week to serve as a check-in so that all parties maintain communication.
This portion of the assignment should be 2-3 pages in length.
Part 3: Research-Based Strategies/Interventions
You will research 3-4 strategies that support the needs identified in Step 2. Each strategy should include data that supports the effectiveness of the intervention, a citation, and a short explanation of how to implement the intervention.
This portion of the assignment should be 4-5 pages in length.
This assignment requires citations from five sources in current APA formatting.
Note: The total page length for this assignment is 9-12 pages when you combine the Demographics/Interview (3-4 pages), Needs Assessment (2-3 pages), and Research-Based Strategies/Interventions (4-5 pages).