EDAC225: Family Studies and Disabilities

ASSESSMENT TASK 1: Discussion Paper

Emily Mack: S00117116


Page 1


APPLI CATI ON TO PROFESSI ONAL VALUES
The family systems theory suggests that individuals cannot be understood in
isolation from one another, but rather as a part of their family, as the family is an emotional
unit (Geno Pro, 1998). With the family systems theory, the family is seen as a complex and
interactive social system, where the needs and experiences of all members affect the others
(Seligman and Darling, 2007). Therefore if a family member is depressed and unable to
handle the stress of something such as their childs disability, then other family members are
left to take on more responsibilities to maintain the balance and stability of the family.
As a pre-service teacher, the professional value of communication is vital in
maintaining strong and effective relationships with the parents and families of the children I
educate in order to prevent issues from occurring (Arthur, Beecher, Death, Dockett &
Farmer, 2008). Communication ensures that I am aware of the dynamics, strengths,
weaknesses and relationships within the different families, and how these will influence the
child and affect their growth, learning and development. This links to the family systems
theory, as the knowledge I gain by communicating with families will ensure that the childs
individual needs are met and are provided with both support and positive experiences.
Accordingly, educators need to ensure they work closely with the families and
caregivers of the children and maintain effective communication in order to gain an
understanding of the childs specific learning needs and abilities. Participating in such
practice, will allow myself as an educator to focus on the strengths and weaknesses of each
child which will empower children to make independent choices, thus each child is receiving
the most out of their learning experience.
In relation to families with children of disabilities, the values of inclusion and respect
are highly significant. Working in a positive partnership with families and educators can
recognise a childs strengths and lead to an appropriate learning and teaching program
(Department of Education and Early Childhood Development [DEECD], 2009). Therefore a
sense of trust and respect is developed and within these partnerships, goals for teaching and
learning at home and in the community are set. This is vital for children with disabilities, as
a childs learning and development is advanced when they are provided with opportunities,
EDAC225: Family Studies and Disabilities
ASSESSMENT TASK 1: Discussion Paper
Emily Mack: S00117116


Page 2


support and engagement within their families and in partnership with early childhood
professionals (DEECD, 2009, p. 11).















References
Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S. (2008). Programming and
planning in early childhood settings (4th ed.). Melbourne: Cengage Learning
Australia
EDAC225: Family Studies and Disabilities
ASSESSMENT TASK 1: Discussion Paper
Emily Mack: S00117116


Page 3


Association for Children with a Disability [ACD]. (2010). Students with Disabilities in
Mainstream Schools. Retrieved September 2013 from
http://www.acd.org.au/inclusive_classroom/downloads/ic_faqs_students_mainstream
_schools.pdf
Bowes, J. & Grace, R. (2009). Children, Families & Communities: Contexts and
Consequences (3rd ed.). South Melbourne, Vic: Oxford University Press
Burke, P.C. (2008). Disability and Impairment: Working with children and Families.
Retrieved from
http://primo.unilinc.edu.au/primo_library/libweb/action/dlDisplay.do?vid=ACU&doc
Id=aleph002046249
Bryan, J., & Henry, L. (2012). A model for building School-Family-Community
Partnerships: Principles and Process. Journal of Counselling & Development, 90(4),
408-420. Retrieved from http://www.counseling.org
Cerebral Palsy Australia [CPA]. (2013). How does cerebral palsy affect the body? Retrieved
from http://www.cpaustralia.com.au/index.php/site/learningcentre/thefacts
Department of Education and Early Childhood Development [DEECD]. Victorian Early
Years Learning and Development Framework. (2009). Victoria: DEECD
Department of Education & Training and the Department of Human Services [DETDHS].
(2006). The Individual Education Plan Guidelines. Retrieved September 2013 from
http://www.eduweb.vic.gov.au/edulibrary/public/stuman/wellbeing/PA_IEPguidelines
.pdf
EDAC225: Family Studies and Disabilities
ASSESSMENT TASK 1: Discussion Paper
Emily Mack: S00117116


Page 4


Geno Pro. (1998). Family Systems Theory. Retrieved September 2013 from
http://www.genopro.com/genogram/family-systems-theory
Hewitt-Taylor, J. (2007). Children with Complex and Continuing Health Needs: The
Experiences of Children, Families and Care staff. London: Jessica Kingsley
Publishers.
Hinchcliffe, A. (2012). Children with cerebral palsy: A manual for Therapists, Parents and
Community Workers. Topics in Early Childhood Special Education, 13-25.
doi: 10.4135/9788132108528
Laudan, A.Y., & Loprest, P.J. (2012). Meeting the Needs of Children with Disabilities.
Washington, DC: Urban Institute Press.
Royal Childrens Hospital [RCH]. (2008). Cerebral palsy: An information guide for parents.
Retrieved September 2013 http://ww2.rch.org.au/emplibrary/cdr/CPBooklet.pdf
Seligman, M. & Darling, R.B. (2007). Ordinary families, special children: A systems
approach to childhood disability (3rd ed). New York, NY: The Guilford Press
Victorian Curriculum and Assessment Authority [VCAA]. (2005). Students with Disabilities
Guidelines. Retrieved September 2013 from
http://vels.vcaa.vic.edu.au/downloads/disability_guidelines.pdf
Victorian Curriculum and Assessment Authority [VCAA]. (2009).Victorian Essential
Learning Standards [VELS]: Individual Learning Plans. Retrieved September 2013
from http://vels.vcaa.vic.edu.au/support/disability/ilp.html