Family, School, and Family, School, and Community Community

Collaboration: Collaboration: Multicultural Multicultural

Considerations in Considerations in Sustaining Successful Sustaining Successful

Partnerships Partnerships

Kansas Federation of the Council for Kansas Federation of the Council for Exceptional Children 44Exceptional Children 44thth Annual Conference Annual Conference

Lawrence, KansasLawrence, Kansas

Carol L. PitchlynCarol L. Pitchlyn

Juniper Gardens Children ProjectJuniper Gardens Children Project

Kansas City, KansasKansas City, Kansas

October 5-6, 2006October 5-6, 2006

OverviewOverview

• The reaction of many families of a child The reaction of many families of a child being diagnosed with a disability is being diagnosed with a disability is devastating and many parents do not know devastating and many parents do not know how to advocate for appropriate how to advocate for appropriate educational or community services for their educational or community services for their child. Additionally, teachers and child. Additionally, teachers and administrators as well as parents need administrators as well as parents need strategies in order to understand the strategies in order to understand the cultural and linguistic factors that impact cultural and linguistic factors that impact their ability to establish and sustain their ability to establish and sustain successful partnerships.successful partnerships.

Presentation GoalsPresentation Goals• This presentation will address the This presentation will address the

challenges culturally and linguistically challenges culturally and linguistically diverse families with children having a diverse families with children having a disability face in obtaining appropriate disability face in obtaining appropriate educational and community services, educational and community services, and discuss strategies that lead to and discuss strategies that lead to outcomes depicting successful outcomes depicting successful collaboration between these families collaboration between these families and their local schools and community and their local schools and community service agencies.service agencies.

Presentation Presentation ComponentsComponents

•Presentation Components will Presentation Components will include:include:

Definition of collaborationDefinition of collaborationRationale for collaborationRationale for collaborationBarriers to collaborationBarriers to collaborationStrategies toward collaborationStrategies toward collaborationSupportive research in collaborationSupportive research in collaborationFactors Impacting Families & ProfessionalsFactors Impacting Families & ProfessionalsRecommendationsRecommendations

Why is family-school-community collaboration Why is family-school-community collaboration important?important?

Providing sensitive and appropriate assessment, Providing sensitive and appropriate assessment, intervention, and educational services to intervention, and educational services to culturally and linguistically diverse children with culturally and linguistically diverse children with disabilities is of of increasing importance to disabilities is of of increasing importance to schools and other service providers (Anderson, schools and other service providers (Anderson, et. al; 1998, p.2). As community organizations et. al; 1998, p.2). As community organizations often struggle with limited resources and often struggle with limited resources and recognizing that schools alone cannot meet all recognizing that schools alone cannot meet all the needs of these exceptional youth (Mastro and the needs of these exceptional youth (Mastro and Jalloh, 2005, p.1),collaboration between these Jalloh, 2005, p.1),collaboration between these two entities along with partnership from families two entities along with partnership from families is necessary to fully meet the students’ social, is necessary to fully meet the students’ social, physical, emotional and academic needs.physical, emotional and academic needs.

Why is family-school-community collaboration Why is family-school-community collaboration important? (cont. i)important? (cont. i)

• Target 3 of the National Agenda for achieving Target 3 of the National Agenda for achieving Better Results for Children and Youth with Serious Better Results for Children and Youth with Serious Emotional Disturbance (U.S. Department of Emotional Disturbance (U.S. Department of Education, 1994) addresses the need to “encourage Education, 1994) addresses the need to “encourage culturally competent and linguistically appropriate culturally competent and linguistically appropriate exchanges and collaborations among families, exchanges and collaborations among families, professionals, students and communities”…indicating professionals, students and communities”…indicating that these collaborations should foster equitable that these collaborations should foster equitable outcomes for all students and result in the outcomes for all students and result in the identification and provision of services that are identification and provision of services that are responsive to issues of race, culture, gender and responsive to issues of race, culture, gender and social and economic class (Coutinho &Denny, 1996, social and economic class (Coutinho &Denny, 1996, p. 218; Anderson et. al., 1998, p.1).p. 218; Anderson et. al., 1998, p.1).

Why is Family-School-Community Why is Family-School-Community Collaboration Important?(Cont. ii)Collaboration Important?(Cont. ii)

• Target 4 of this same agenda states Target 4 of this same agenda states that collaborations that fully include that collaborations that fully include family members on the team of service family members on the team of service providers implements family focused providers implements family focused services to improve educational outcomes services to improve educational outcomes and further states that services should and further states that services should be open, helpful, culturally competent, be open, helpful, culturally competent, accessible to families, and be school as accessible to families, and be school as well as community based (Coutinho and well as community based (Coutinho and Denny, 1996, p.218).Denny, 1996, p.218).

What is Collaboration?What is Collaboration?

• Collaboration is a process pf Collaboration is a process pf participation through which people, participation through which people,

groups, and organizations work groups, and organizations work together to achieve desired results.together to achieve desired results.• (Bergstrom, et. al., 1995, p.4).(Bergstrom, et. al., 1995, p.4).

Barriers to CollaborationBarriers to Collaboration• Gold (1985)and Mastro & Jalloh(2005, p.2) identified several Gold (1985)and Mastro & Jalloh(2005, p.2) identified several

significant barriers to effective collaboration. They are in areas of:significant barriers to effective collaboration. They are in areas of:

CulturalCultural: Many professionals lack the understanding or have an : Many professionals lack the understanding or have an appreciation for the cultural values of the families they serve. appreciation for the cultural values of the families they serve. Because of their professional status, they may feel superior to Because of their professional status, they may feel superior to parents. Therefore, cultural influences in relation to the family parents. Therefore, cultural influences in relation to the family system impact successful collaboration.system impact successful collaboration.

OrganizationalOrganizational: There may be requirements for school : There may be requirements for school personnel that community organizations do not require of their personnel that community organizations do not require of their staff or issues that may prevent staff from being willing or available staff or issues that may prevent staff from being willing or available for after school activities which may hinder partnership growth.for after school activities which may hinder partnership growth.

Structural:Structural: Schools are usually more formal in structural Schools are usually more formal in structural organization than community agencies. Hierarchical issues such as organization than community agencies. Hierarchical issues such as credentialing and tenure and designated levels of responsibility are credentialing and tenure and designated levels of responsibility are more rigid, and because of this structural design, decision making more rigid, and because of this structural design, decision making happens at a slower pace than community happens at a slower pace than community

Barriers to Collaboration Barriers to Collaboration (cont.)(cont.) groups and lead to a lack of understanding and/or respect for groups and lead to a lack of understanding and/or respect for

the constraints under which each of the entities must operate.the constraints under which each of the entities must operate.

Competitive MindsetsCompetitive Mindsets: Social service organizations : Social service organizations and educational institutions may seem to be in competition and educational institutions may seem to be in competition with one another for student funding, be charged with with one another for student funding, be charged with evaluating each other’s performance, or have a history of evaluating each other’s performance, or have a history of friction with one another, as as well as with families—all of friction with one another, as as well as with families—all of which can be expected to interfere with collaboration.which can be expected to interfere with collaboration.

Threat of Bureaucracy:Threat of Bureaucracy: Agency representatives may Agency representatives may create layers of bureaucracy by forming an interagency “czar” create layers of bureaucracy by forming an interagency “czar” or “superagency” , and the focus on service delivery is lost.or “superagency” , and the focus on service delivery is lost.

Threat of Domination:Threat of Domination: One single entity of the One single entity of the collaborative team may try to dominate proceedings, leaving collaborative team may try to dominate proceedings, leaving other members feeling they have little influence.other members feeling they have little influence.

Strategies Toward Strategies Toward CollaborationCollaboration

The research of(Ascher et. al., 1990,1988) have identified what The research of(Ascher et. al., 1990,1988) have identified what they believe to be essential strategies to effective collaboration they believe to be essential strategies to effective collaboration and are achieving successful in meeting their objectives.and are achieving successful in meeting their objectives.

Service delivery is ‘family- centered’, rather than ‘child-Service delivery is ‘family- centered’, rather than ‘child-centered’. The child with a disability is treated as a member of centered’. The child with a disability is treated as a member of the family, and the family is treated as a member of the the family, and the family is treated as a member of the community, so that a family unit, rather than a group of community, so that a family unit, rather than a group of individuals, is served.individuals, is served.

Staff are given the time, training, and skills—including Staff are given the time, training, and skills—including multicultural awareness and communication skills to establish multicultural awareness and communication skills to establish and maintain sustained and supportive relationships.and maintain sustained and supportive relationships.

Flexibility is essential, going beyond rigid rules and procedures Flexibility is essential, going beyond rigid rules and procedures to allow the focus to remain on the service and not the to allow the focus to remain on the service and not the structure.structure.

Actions are results orientated and accountable to families, Actions are results orientated and accountable to families, professionals,and the general public.professionals,and the general public.

Strategies Toward Strategies Toward Collaboration (cont.)Collaboration (cont.)

The provision of a range of participants– The provision of a range of participants– families along with professionals, from nurses families along with professionals, from nurses to teachers to psychologists and to teachers to psychologists and administrators who function as a team and administrators who function as a team and build trusting, respectful relationships with build trusting, respectful relationships with one another.one another.

The frequent use of case managers who serve The frequent use of case managers who serve as liaisons between children/families and the as liaisons between children/families and the various service-providing agencies.various service-providing agencies.

Response is toward local needs in that no one Response is toward local needs in that no one administrative arrangement or service setting administrative arrangement or service setting fits every situation.fits every situation.

Supportive Research for Supportive Research for CollaborationCollaboration

• The research of Simpson & Simpson (1994, p.21) The research of Simpson & Simpson (1994, p.21) state that the needs of parents and families of state that the needs of parents and families of at-risk youth and those with mild disabilities can at-risk youth and those with mild disabilities can be categorized as: appropriate educational be categorized as: appropriate educational direct services, information exchange direct services, information exchange opportunities, resource use and advocacy opportunities, resource use and advocacy preparation, parent/family consultation, support preparation, parent/family consultation, support and counseling. The authors further state that and counseling. The authors further state that educators need to be able to respond to all these educators need to be able to respond to all these needs by forming programs around these needs needs by forming programs around these needs and determining who will be obliged to address and determining who will be obliged to address such needs, including those that fall outside such needs, including those that fall outside traditional school roles.traditional school roles.

Supportive Research for Supportive Research for Collaboration (cont.)Collaboration (cont.)

• Researchers at Portland State University (2001, Researchers at Portland State University (2001, p. 14) confirm there is a growing emphasis in p. 14) confirm there is a growing emphasis in service delivery on transdisciplinary and service delivery on transdisciplinary and transagency collaboration so that child-serving transagency collaboration so that child-serving agencies can best met the need of children and agencies can best met the need of children and their families. Their research shows that their families. Their research shows that services that are designed to improve social services that are designed to improve social support will connect families with concrete support will connect families with concrete resources, increase parents’ copingresources, increase parents’ coping skillsskills, , and and enhance parent-child/parent-professional enhance parent-child/parent-professional relationships and parenting competencies.relationships and parenting competencies.

Cultural & Linguistic Factors Cultural & Linguistic Factors Impacting Families and Impacting Families and

ProfessionalsProfessionals According to the findings of the National Association for the According to the findings of the National Association for the

Education of Young Children (NAEYC) (1995), a challenge for Education of Young Children (NAEYC) (1995), a challenge for educational and community professionals is to become more educational and community professionals is to become more knowledgeable about how to relate to families whose cultural knowledgeable about how to relate to families whose cultural background is different from their own. Yet at the same time, they background is different from their own. Yet at the same time, they need to understand and appreciate their own cultural and linguistic need to understand and appreciate their own cultural and linguistic backgrounds. The cultural background of the professional affects how backgrounds. The cultural background of the professional affects how they interact with the families they are to serve.they interact with the families they are to serve.

Mutual respect is a key factor in successful collaboration. Mutual respect is a key factor in successful collaboration. Professionals and families must Professionals and families must respect and and reinforce each other as each other as they work together to achieve the greatest benefit for the children they work together to achieve the greatest benefit for the children being educated.being educated.

Responsiveness and communication are essential in that responding Responsiveness and communication are essential in that responding to cultural and linguistic diversity can be challenging because of the to cultural and linguistic diversity can be challenging because of the specific needs or issues of the individual families and solutions may specific needs or issues of the individual families and solutions may not be evident, yet despite the complexities, it is the responsibility of not be evident, yet despite the complexities, it is the responsibility of professionals to assume the tasks and address the challenges.professionals to assume the tasks and address the challenges.

Recommendations in Policy Recommendations in Policy in Collaborationin Collaboration

• Drawn from the work of (Clasby et. al., 1979) Drawn from the work of (Clasby et. al., 1979) recommendations regarding policy at the federal level include:recommendations regarding policy at the federal level include:

That federal policymakers waive regulations to enable service That federal policymakers waive regulations to enable service provider s to be able to mobilize the resources needed to provider s to be able to mobilize the resources needed to serve families and children with disabilities.serve families and children with disabilities.

That the federal government should set the tone and direction That the federal government should set the tone and direction for change by establishing and funding demonstration for change by establishing and funding demonstration projects in early childhood education, dropout prevention, projects in early childhood education, dropout prevention, and other programs, and other programs targeted to improve and other programs, and other programs targeted to improve the quality of education for all children and especially children the quality of education for all children and especially children with disabilities.with disabilities.

That federal representatives provide leadership in interagency That federal representatives provide leadership in interagency collaborations by establishing state-level coalitions of collaborations by establishing state-level coalitions of agencies, teachers, parents, students, the private sector, and agencies, teachers, parents, students, the private sector, and foundations to plan and evaluate policy approaches that will foundations to plan and evaluate policy approaches that will support local efforts.support local efforts.

Recommendations in Recommendations in Policy in Collaboration Policy in Collaboration

(cont.)(cont.)• Recommendations regarding policy in collaboration in Recommendations regarding policy in collaboration in state government include:state government include:

That interagency efforts should be initiated or formally That interagency efforts should be initiated or formally endorsed by the governor and state legislature to ensure endorsed by the governor and state legislature to ensure participation of all relevant agencies and organizations.participation of all relevant agencies and organizations.

That professionals-in-training should receive training in That professionals-in-training should receive training in multicultural awareness and communications to multicultural awareness and communications to strengthen their effectiveness in working with students strengthen their effectiveness in working with students and families from diverse backgrounds.and families from diverse backgrounds.

That state policy makers should mandate interdisciplinary That state policy makers should mandate interdisciplinary training of classroom teachers and social workers in training of classroom teachers and social workers in teacher preparation programs and schools of social work.teacher preparation programs and schools of social work.

That cost sharing among participants of linkage programs That cost sharing among participants of linkage programs be promoted.be promoted.

Recommendations in Recommendations in Policy in Collaboration Policy in Collaboration

(cont. i)(cont. i)• Recommendations for policy in collaboration at local Recommendations for policy in collaboration at local government levels include:That resources for incentive grants government levels include:That resources for incentive grants to local community organizations be made available.to local community organizations be made available.

• Recommendations identified by Ascher et.al. (1990) regarding Recommendations identified by Ascher et.al. (1990) regarding operations include:operations include:

To define the community—Who will be served? Who will be To define the community—Who will be served? Who will be the service providers? What other individuals and the service providers? What other individuals and organizations should have input into the program or project?organizations should have input into the program or project?

Involvement of all key participants creates a broad sense of Involvement of all key participants creates a broad sense of ownership and commitment.ownership and commitment.

In addition to social service agencies, health organizations, In addition to social service agencies, health organizations, and juvenile justice departments, other facilities willing to and juvenile justice departments, other facilities willing to collaborate are: Community groups—civic, cultural, economic, collaborate are: Community groups—civic, cultural, economic, fraternal, professional, religious, etc. and also school liaison fraternal, professional, religious, etc. and also school liaison groups such as PTA, neighborhood associations and alumni groups such as PTA, neighborhood associations and alumni groups.groups.

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