Chapter 4 Family Life Cycle

Families, Professionals, & Exceptionality: Positive Outcomes Through Partnerships & Trust, 6e

Turnbull / Turnbull / Erwin / Soodak / ShogrenISBN: 0137070578

© 2011, 2006, 2001 Pearson Education, Inc.All Rights Reserved.

4-1

Chapter 4Family Life Cycle




4-2

Sharing Their Story Xenia Powell had Lanz while attending university.

She says he is her constant. Lanz has made a huge difference in terms of her

teaching. She believes Lanz is a gift from God. She also

believes that teaching special education is her assignment in life.

God gave her Lanz and the equipment to raise him and to teach at-risk and special education kids.

She will persevere with them as she did with Lanz.




4-3

Think About It If you had to identify Xenia’s life cycle,

what stages would you identify? What life stages has Lanz experienced? What stages lie ahead for him? If you were a teacher trying to partner

with a mother like Xenia, what would you learn from knowing her life cycle and her characterizations of each cycle?




4-4

Family Systems framework: Emphasis on Family Life

Cycle




4-5

Family Life Cycle Theory

The family life cycle explains how a family changes over time.

Each family experiences certain predictable stages .

Movement from one stage to another there is an interim phase known as “transition”.




4-6

Family Life Cycle Theory

Leaving home as single young adult

Marriage and the new couple

Families with young children

Families with adolescents

Launching children

Families in later life




4-7

Life Cycle Stages

Birth and Early Childhood Childhood Adolescence Adulthood




4-8

Birth and Early Childhood Discovering and coming to terms

with disability: Many families experience a “grief cycle”

upon learning their child has a disability. The manner in which a professional shares

news or information about the child’s disability can cause hope or despair.

Professional affirmation of parents’ dreams and hopes can serve as a protective factor in the adjustment process.




4-9

Birth and Early Childhood

Participation in early childhood services Children birth to 3 are served through Part C of

IDEA. Part C services are family-centered and are

provided in a child’s natural environment (e.g., child’s home, community-based settings).

Services for children 3 and older are provided through IDEA: Part B services are focused on the individual with a disability and are typically provided in public education settings.




4-10

Birth and Early Childhood Fostering Self-determination In Young

Children Self- determination means among other things

living one’s life consistent with one’s values, preferences, strengths and needs.

Four Characteristics of Self-determination Autonomy Self-regulation Psychological empowerment Self-realization




4-11

Childhood Developing a vision for the future:

IDEA promotes that the student with a disability must be educated with students who do not have disabilities to the maximum extent appropriate for the student.

Inclusion occurs most often for students ages 6-11; as students grow older, the percentage of time spent in inclusive placements decreases.




4-12

Childhood Key Characteristics of Inclusion:

All students receive education in the home school they would have attended if they had no disability;

Consideration is given to placing students in classrooms according to the principle of natural proportions;

Teaching and learning is restructured for all students so that special education supports exist within general education classrooms; and

School and general education placements are age- and grade-appropriate.




4-13

Childhood As children with disabilities enter grade school,

many parents weigh the benefits and drawbacks of inclusion for their child.

Many parents report being placed in the position of needing to convince educators that inclusion is appropriate for their child.

Similarly, many parents report that inclusive education programs could be more effective and efficient in meeting their child’s needs and goals.




4-14

Adolescence Stressors associated with adolescence can

impact the functioning of the entire family. The presence of a disability may either mitigate

or compound typical adolescent issues. The values and expectations of adolescents are

strongly rooted in, and influenced by, a family’s ethnic/racial background and their religious affiliations.




4-15

Adolescence The need for sexuality education:

Currently, approximately 5% of students receive sexuality education.

Benefits associated with sexuality education: Preparation of students to live and thrive in a

diverse society. Reduction in the likelihood that persons with

disabilities will be sexually victimized (particularly women).

Promotion of sexually appropriate behavior.




4-16

Adolescence Expanding self-determination skills:

Self-determination: Living one’s life consistent with one’s values, preferences, strengths, and needs.

Self-determination is defined by one’s cultural norms, including collectivism and individualism.

The Self-determined Learning Model of Instruction (SDLM) has shown encouraging results.

Parents can be involved in promoting self-determination for their child.




4-17

Adolescence Self-determination is promoted

through: Building on student’s interest and

chosen direction. Expressing choices and acting on their

preferences. The creation of self-determination goals

and incorporation of these goals into a student’s IEP.




4-18

Adolescence Self-Determination Outcomes:

Increased post-high school outcomes, including paid employment.

Self-determination predicts active student involvement in educational planning and decision-making.




4-19

Adulthood Dimension of Adulthood

Autonomy Emphasizes the individual’s arrival into adulthood

Membership Includes community and connectedness and affiliation

Change Acknowledges each individual’s capacity for ongoing growth




4-20

Adulthood The move to adulthood presents difficulties

for the individual with the disability and the family. Numerous challenges with the transition to adulthood, which may include: Identifying postsecondary educational

programs and supports Assessing supporting employment




4-21

Adulthood Identifying post-secondary educational

programs and supports: Approximately 1/3 of high school graduates

attend post-secondary programs. Students with disabilities are at increased risk of

dropping out of high school and post-secondary education programs.

Increasingly, post-secondary programs are developing support services and programs to support students with learning and developmental disabilities.




4-22

Adulthood Accessing supported employment:

Employment is the area where individuals with disabilities experience the widest gap with their non-disabled peers.

Approximately 37% of working-age persons with disabilities are employed full or part-time compared to 80% of working-age people without disabilities.

Supported employment is growing as more individuals with disabilities are in need of this option and are choosing it.




4-23

Adulthood Supported Employment:

Developed as a way to provide long-term support for individuals with severe disabilities in integrated work settings.

Goal: To develop independent work skills and the ability to earn competitive wages in an inclusive job market.

Persons typically have the assistance of a job coach who provides direct training and assistance.




4-24

Life Cycle Transitions Transitions occur from one life cycle stage

to the next. Transition times often are the most

challenging periods for families due to significant change and stress.

For families who have a child with a disability, life cycle changes may be more stressful.




4-25

Life Cycle Transitions Uncertainty about the future:

Families may not know other families that have experienced similar transitions .

They may follow the admonition to take one day at a time.

Rituals that serve as “punctuation marks” for transitions for youth without disabilities may be blurred or non-existent for youth with disabilities.




4-26

Life Cycle Transitions Uncertainty about the future:

In the past, and often still today, schools have not emphasized futures planning.

Students from culturally and linguistically diverse families and those in underserved areas encounter special challengers in transition

To promote futures planning, IDEA requires a coordinated set of transition services to be offered for students progressing to adulthood.




4-27

Life Cycle Transitions Unexpected Transitions:

Family life cycle transitions that occur at a time other than expected affecting:

Moving out of one’s family home Premature death of a child

Some cultures do not view delayed independent living arrangements as “off-time transition”.




4-28

Revisiting Lanz and Xenia Powell

Xenia knows about life cycles changes and transition points for herself and now with Lanz.

She is expecting on-time transitions as Lanz completes college, gains employment, changes jobs and becomes a middle age man. She expects to accompany him through these stages.

She will enter older adulthood and retire. None of this is a given. Xenia knows that with a child with a disability, families make

no assumptions about the future. This is a rule that she and the professionals that work with her follow. Just have high expectations.




4-29

Summary

Life Cycle Stages Birth and Early Childhood Childhood Adolescence Adulthood




4-30

Linking Content To Your Life

Everyone experiences life cycle stages and transitions. Reflect on the stages and transitions you have experienced.

Use the reflective questions and activities shown in this section of the chapter located on page 92 to frame your reflections.

Documents

Chapter 4 Family Life Cycle