Family as a Discipline
Current policies in health and education promote, and at times mandate, collaboration and partnership between professionals and family members. The Family "Discipline" can be defined as "...that body of knowledge about the child/family member with a disability, that is inherent to the family, acquired by life experience and affected by culture and community." (Center for Learning and Leadership, 2006).
Over the past decade there has been an emerging role in LEND programs for a Family faculty member to provide interdisciplinary teams with an invaluable perspective in the scope of their training: the perspective of the family. This role is unique in that the experience of being a family member or parent of an individual with a developmental disability cannot be learned in any university course.
More information on activities of LEND Family Faculty and Family Discipline trainees can be found below. If you have questions about the Family discipline or LEND, contact Sarah Peterson at AUCD.
On a snowy February morning, the Jackson family from St. Albans, West Virginia traveled to Morgantown to be seen by the Feeding & Swallowing Clinic team at the West Virginia University Center for Excellence in Disabilities (WVU CED). Maxwell Jackson is the Feeding & Swallowing Clinic's 1000th visit, a milestone moment for the WVU CED and a truly special little boy.
Zika and other health care updates, new housing resources, Complex Rehabilitation Technology and Medicare, Family Support legislation.
Challenges, Strategies, and Guidance
This document briefly describes the major challenges associated with the inclusion and support of people with disabilities in the interdisciplinary training context, offers strategies that programs are currently implementing to address the identified challenges, and identifies some of the themes that emerged from successful LEND programs' experiences across four topic areas.
The Spring 2014 issue of Future of Children, Helping Parents, Helping Children: Two-Generation Mechanisms (Vol. 24, Issue 1), focuses on programs that simultaneously serve disadvantaged parents and children with high-quality interventions. Because the home environment is so important for children's development, many people think such "two-generation" programs can be more effective and efficient than programs serving children and parents individually. The issue discusses six mechanisms through which parents and the home environment are thought to influence children's development: stress, education, health, income, employment, and assets. See also, the accompanying policy brief, Early Stress Gets under the Skin: Promising Initiatives to Help Children Facing Chronic Adversity (Spring 2014), by Ross A. Thompson and Ron Haskins.
Promoting healthy development and treating children's health issues enhances their readiness for school. The Office of Head Start's National Center on Health released a new interactive online tool, Making the Link Between Health and School Readiness (2014), which is designed to help early childhood program leaders integrate meaningful health strategies with school readiness goals.
Four Parent Guides on Dispute Resolution options under the Individuals with Disabilities Education Act (IDEA) are available from the National Center on Dispute Resolution in Special Education (CADRE) in both English and Spanish. The guides are intended for parents of children ages 3-21. The topics covered include mediation, due process hearings, written State complaints, and resolution meetings
This resource, Tips for Keeping Children Safe: A Developmental Guide (2014), describes daily routines for children within four age groups (infants, mobile infants, toddlers, and preschoolers) and provides safety tips that specifically address the developmental needs of children in a specific age group, as well as tips that apply to all children. It was developed by the Office of Head Start's National Center on Health for early childhood staff working with young children in classroom environments.
by RD, Linda Bandini PhD
The Health U. curriculum contains age-appropriate nutrition education materials for adolescents and young adults with mild to moderate intellectual disabilities. The goal of the Health U. program is to encourage a healthy lifestyle.
Competencies for LEND Family trainees, created in 2006.
This resource aims to help civilian nonprofit organizations understand the challenges faced by service members and their families, the support available through the military community, how to link military families to existing resources, and how organizations can best support military families.