Week # 6
ECED 117 - Family, Community, and School Relationships in a Diverse Society
Day - 1
Parents' Rights Assignment
Public schools are legally responsible for providing a free and appropriate education for all students. You will read the attached texts on D2L titled:
- Parents’ Guide to Special Education, and
- Parents’ Rights: Understanding the Procedural Safeguards Notice.
What you have to do?Using the information from these readings, you will create a three-tier brochure or one-page handout/Flyer that could realistically be provided to parents in a school setting.
- Your brochureor flyer must identify and explain at least three key parental rights related to special education.
- Each right should be explained in clear, family-friendly language and include one example demonstrating when or how the right might be used.
- Be sure to reference both assigned readings.
- The final product should be professionally organized and suitable for distribution to parents.
Assignment Due: Tuesday, March 3, 2026
Parents' Rights Assignment
AudienceWrite for families—not educators. Assume the family:
- May not be familiar with special education terminology
- May be overwhelmed or unsure of the process
- Needs clear, supportive, and accessible information
Formatting GuidelinesYou may use:
- Canva
- Genially
- Any design platform of your choice
Your final submission must be:
- Visually organized
- Easy to read
- Free of grammatical errors
- Submitted as a PDF
Assignment Due: Tuesday, March 3, 2026
"Understanding Family Stress and Change"
(Amatea, 2013, pp. 111–140)
Fishbowl Activity: Family Case Analysis & Professional Reflection
Purpose
- Apply family systems and school–family partnership concepts
- Analyze diverse family contexts
- Practice professional, culturally responsive dialogue
- Reflect on their anticipated field placement challenges
Group Structure
Each group prepares (in 15 minutes)
- Biggest educational concern
- Cultural/contextual considerations
- Immediate teacher actions (first 2 weeks)
- Long-term support plan
- Family engagement strategy
- Strength-based perspective
Family Case 5.1 – The Miller Family - Groups 1, 2, 3
Family Case 5.2 – The Madsen-Walker Family - Groups 4, 5, 6
Family Case 5.3 – The Yang Family - Groups 7, 8, 9
Info
Fishbowl Activity: Family Case Analysis & Professional Reflection
Round 1 (25 minutes total)
The Inner Circle
The Outer Circle
Complete an Observation Sheet:
- Strong insight shared:
- A question I still have:
- A cultural factor to consider:
- A strength mentioned:
Group 1, 4 and 7 will come to the front.
Discussion Prompts:What is the most urgent issue in this case? What might be misunderstood about this family? What would your first professional step be? What strengths do you see in this family?
Open _ Rotation
- Any outer-circle student may raise their hand.
- I will pause the discussion.
- The student who wants to tap in replaces someone who has already spoken.
Fishbowl Activity: Family Case Analysis & Professional Reflection
The Outer Circle
Round 1 (25 minutes total)
Complete an Observation Sheet:
- Strong insight shared:
- A question I still have:
- A cultural factor to consider:
- A strength mentioned:
The Inner Circle
Group 2, 5 and 8 will come to the front.
Discussion Prompts:
- What challenges might you face in the first two weeks?
- What teacher strengths would help in this situation?
- What biases must educators monitor?
- How would you collaborate with specialists?
Open _ Rotation
- Any outer-circle student may raise their hand.
- I will pause the discussion.
- The student who wants to tap in replaces someone who has already spoken.
Rule
- Students may only tap in once per round.
- Priority goes to students who have not yet spoken.
- I may invite someone quieter to join.
Fishbowl Activity: Family Case Analysis & Professional Reflection
The Outer Circle
Round 3 (25 minutes total)
Complete an Observation Sheet:
- Strong insight shared:
- A question I still have:
- A cultural factor to consider:
- A strength mentioned:
The Inner Circle
Group 3, 6 and 9 will come to the front.
Discussion Prompts:
- Long-term advocacy plan
- Ethical considerations
- School–family communication strategies
- Community resource referrals
Open _ Rotation
- Any outer-circle student may raise their hand.
- I will pause the discussion.
- The student who wants to tap in replaces someone who has already spoken.
Rule
- Students may only tap in once per round.
- Priority goes to students who have not yet spoken.
- I may invite someone quieter to join.
Day - 2
Chapter 5, "Understanding Family Stress and Change"
(Amatea, 2013, pp. 111–140)
Family Life Cycle Theory
Young Adult/Leaving Home
Families with Adolescents
Families Nearing the End of Life
Launching Children and Moving on at Midlife
Joining of Families Through Marriage/Union
Families with Young Children
Families in Late Middle Life
Understanding Family Stressors
What coping mechanisms are particularly effective in dealing with unpredictable stressors?
Stages of Family Crisis
Family Resources for Responding to Crises and Stress
Family Resources for Responding to Crises and Stress
A family's worldview and organizational structure significantly influence its perception and response to stress.
A family's worldview and organizational structure significantly influence its perception and response to stress.
Stages of Family Recovery: Shock & Denial → Reorganization → Healing & Growth
Stages of Family Recovery: Shock & Denial → Reorganization → Healing & Growth
Family Resilience Framework (Walsh’s framework)
Family Resilience Framework (Walsh’s framework)
Key Processes for Overcoming Crisis.
Key Processes for Overcoming Crisis.
Families that engage in these processes can emerge stronger, more resourceful, and resilient against future challenges.
Families that engage in these processes can emerge stronger, more resourceful, and resilient against future challenges.
Communication & Problem-Solving:
Communication & Problem-Solving:
Organizational Patterns
Organizational Patterns
Belief Systems
Belief Systems
Teacher's Role: Listening & Strength-Based Conversations: Build trust and help families realize their strengths without taking on the role of a therapist.
Write your title here
Write your title here
Teacher's Role: Listening & Strength-Based Conversations: Build trust and help families realize their strengths without taking on the role of a therapist.
+ INFO
+ INFO
How can educators support students experiencing times of stress and crisis?
How can educators support students experiencing times of stress and crisis?
Utilize School Resources
Build Strong Relationships
Foster Teamwork
Recognize Signs of Distress
Provide Support and Guidance
Communicate with Families
Key Principle to Emotional Transition:
Accepting a multitude of exits from and entries into the system
Second-Order Changes in Family Status Required to Proceed Developmentally
a. Renegotiation of couple system as a dyadb. Development of adult-to-adult relationships between parents and grown children c. Realignment of relationships to include in-laws and grandchildren d. Realignment of relationships with community and larger social system to include new structure and constellation of family relationships e. Exploration of new interests/career given the freedom from child care responsibilitiesf. Dealing with care needs, disabilities, and deaths of parents (grandparents)
Got an idea?
Let the communication flow!
With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.
- Generate experiences with your content.
- It’s got the Wow effect. Very Wow.
- Make sure your audience remembers the message.
Emotional Transition: Key Principle
Accepting emotional and financial responsibility for self
Second-Order Changes in Family Status Required to Proceed Developmentally
a. Differentiation of self in relation to family of originb. Development of intimate peer relationship c. Establishment of self in respect to work and financial independence d. Establishment of self in community and larger society
Recoil
Blaming and Bargaining: Individuals may seek reasons for the event (blaming) or attempt to change the situation (bargaining).Anger: A sense of injustice can lead to anger directed at the event, others involved, or even displaced onto others. Bargaining Efforts: Attempts to restore things to normalcy through promises or deals.
Shock and Denial
Initial Response: Disbelief, denial, or minimization of the event. Numbness: A temporary emotional numbing phase. Emotional Reactions: Feelings of pain, grief, withdrawal, or quietness. Acceptance: As reality sets in, denial gives way to a desire to recapture what was lost.
Key Principle to Emotional Transition:
Accepting new members into the system
Second-Order Changes in Family Status Required to Proceed Developmentally
a. Adjusting of couple system to make space for childrenb. Collaboration in child rearing, financial, and housekeeping tasks c. Realignment of relationships with extended family to include parenting and grandparenting roles d. Realignment of relationships with community and larger social system to include new family structure and relationships
Key Principle to Emotional Transition:
Increasing flexibility of family boundaries to permit children’s independence and grandparents’ frailties
Second-Order Changes in Family Status Required to Proceed Developmentally
a. Shifting of parent/child relationships to permit the adolescent to move into and out of systemb. Refocus on midlife couples and career issues c. Beginning shift toward caring for older generation d. Realignment with the community and larger social system to include shifting the family of emerging adolescent and parents in new formation pattern of relating
Key Principle to Emotional Transition:
Accepting the realities of limitations and death and completion of one cycle of life
Second-Order Changes in Family Status Required to Proceed Developmentally
a. Dealing with loss of spouse, siblings, and other peersb. Making preparations for death and legacy c. Managing reversed roles in caretaking between middle and older generations d. Realignment of relationships with larger community and social system to acknowledge changing life-cycle relationships
Key Principle to Emotional Transition:
Accepting the shifting generational roles
Second-Order Changes in Family Status Required to Proceed Developmentally
a. Maintaining of own and/or couple functioning and interests in the face of physiological decline: exploration of new familial and social roles.b. Supporting a more central role of middle generations c. Re-alignment of the system in relation to the community and the larger social system to acknowledge the changed pattern of family relationships of this stage. d.Making room in the system for the wisdom and experience of the elders e. Supporting older generation without overfunctioning for them
Key Principle to Emotional Transition:
Commitment to new system
Second-Order Changes in Family Status Required to Proceed Developmentally
a. Formation of partner systemsb. Realignment of relationships with extended family, friends, and larger community and social system to include new partners
Depression
Depression and Sadness: Anger can turn inward as individuals come to terms with the event.Overwhelmingness: Facing daily life and future implications can be overwhelming. Importance of Sharing: Talking about feelings and experiences can be beneficial for recovery. Support from Others: Sharing with outsiders can offer significant support. Avoidance of Discussion: Cutting oneself off from others can hinder recovery.
Reorganization
Gradual Progress: Individuals and families make progress toward recovery.Turning Event: A decision or action signals movement forward (e.g., getting rid of mementos, joining a group). Communication: Talking about the loss or experience facilitates reorganization. Timeframe: Recovery time varies depending on factors like loss level, trauma, severity, and impact. No Prescribed Timeframe: There is no set timeline for recovery.
Week 6 _Spring 2026 Presentation
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Created on February 23, 2026
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Transcript
Week # 6
ECED 117 - Family, Community, and School Relationships in a Diverse Society
Day - 1
Parents' Rights Assignment
Public schools are legally responsible for providing a free and appropriate education for all students. You will read the attached texts on D2L titled:
What you have to do?Using the information from these readings, you will create a three-tier brochure or one-page handout/Flyer that could realistically be provided to parents in a school setting.
Assignment Due: Tuesday, March 3, 2026
Parents' Rights Assignment
AudienceWrite for families—not educators. Assume the family:
Formatting GuidelinesYou may use:
- Canva
- Genially
- Any design platform of your choice
Your final submission must be:Assignment Due: Tuesday, March 3, 2026
"Understanding Family Stress and Change"
(Amatea, 2013, pp. 111–140)
Fishbowl Activity: Family Case Analysis & Professional Reflection
Purpose
Group Structure
Each group prepares (in 15 minutes)
Family Case 5.1 – The Miller Family - Groups 1, 2, 3
Family Case 5.2 – The Madsen-Walker Family - Groups 4, 5, 6
Family Case 5.3 – The Yang Family - Groups 7, 8, 9
Info
Fishbowl Activity: Family Case Analysis & Professional Reflection
Round 1 (25 minutes total)
The Inner Circle
The Outer Circle
Complete an Observation Sheet:
Group 1, 4 and 7 will come to the front.
Discussion Prompts:What is the most urgent issue in this case? What might be misunderstood about this family? What would your first professional step be? What strengths do you see in this family?
Open _ Rotation
Fishbowl Activity: Family Case Analysis & Professional Reflection
The Outer Circle
Round 1 (25 minutes total)
Complete an Observation Sheet:
The Inner Circle
Group 2, 5 and 8 will come to the front.
Discussion Prompts:
Open _ Rotation
Rule
Fishbowl Activity: Family Case Analysis & Professional Reflection
The Outer Circle
Round 3 (25 minutes total)
Complete an Observation Sheet:
The Inner Circle
Group 3, 6 and 9 will come to the front.
Discussion Prompts:
Open _ Rotation
Rule
Day - 2
Chapter 5, "Understanding Family Stress and Change"
(Amatea, 2013, pp. 111–140)
Family Life Cycle Theory
Young Adult/Leaving Home
Families with Adolescents
Families Nearing the End of Life
Launching Children and Moving on at Midlife
Joining of Families Through Marriage/Union
Families with Young Children
Families in Late Middle Life
Understanding Family Stressors
What coping mechanisms are particularly effective in dealing with unpredictable stressors?
Stages of Family Crisis
Family Resources for Responding to Crises and Stress
Family Resources for Responding to Crises and Stress
A family's worldview and organizational structure significantly influence its perception and response to stress.
A family's worldview and organizational structure significantly influence its perception and response to stress.
Stages of Family Recovery: Shock & Denial → Reorganization → Healing & Growth
Stages of Family Recovery: Shock & Denial → Reorganization → Healing & Growth
Family Resilience Framework (Walsh’s framework)
Family Resilience Framework (Walsh’s framework)
Key Processes for Overcoming Crisis.
Key Processes for Overcoming Crisis.
Families that engage in these processes can emerge stronger, more resourceful, and resilient against future challenges.
Families that engage in these processes can emerge stronger, more resourceful, and resilient against future challenges.
Communication & Problem-Solving:
Communication & Problem-Solving:
Organizational Patterns
Organizational Patterns
Belief Systems
Belief Systems
Teacher's Role: Listening & Strength-Based Conversations: Build trust and help families realize their strengths without taking on the role of a therapist.
Write your title here
Write your title here
Teacher's Role: Listening & Strength-Based Conversations: Build trust and help families realize their strengths without taking on the role of a therapist.
+ INFO
+ INFO
How can educators support students experiencing times of stress and crisis?
How can educators support students experiencing times of stress and crisis?
Utilize School Resources
Build Strong Relationships
Foster Teamwork
Recognize Signs of Distress
Provide Support and Guidance
Communicate with Families
Key Principle to Emotional Transition:
Accepting a multitude of exits from and entries into the system
Second-Order Changes in Family Status Required to Proceed Developmentally
a. Renegotiation of couple system as a dyadb. Development of adult-to-adult relationships between parents and grown children c. Realignment of relationships to include in-laws and grandchildren d. Realignment of relationships with community and larger social system to include new structure and constellation of family relationships e. Exploration of new interests/career given the freedom from child care responsibilitiesf. Dealing with care needs, disabilities, and deaths of parents (grandparents)
Got an idea?
Let the communication flow!
With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.
Emotional Transition: Key Principle
Accepting emotional and financial responsibility for self
Second-Order Changes in Family Status Required to Proceed Developmentally
a. Differentiation of self in relation to family of originb. Development of intimate peer relationship c. Establishment of self in respect to work and financial independence d. Establishment of self in community and larger society
Recoil
Blaming and Bargaining: Individuals may seek reasons for the event (blaming) or attempt to change the situation (bargaining).Anger: A sense of injustice can lead to anger directed at the event, others involved, or even displaced onto others. Bargaining Efforts: Attempts to restore things to normalcy through promises or deals.
Shock and Denial
Initial Response: Disbelief, denial, or minimization of the event. Numbness: A temporary emotional numbing phase. Emotional Reactions: Feelings of pain, grief, withdrawal, or quietness. Acceptance: As reality sets in, denial gives way to a desire to recapture what was lost.
Key Principle to Emotional Transition:
Accepting new members into the system
Second-Order Changes in Family Status Required to Proceed Developmentally
a. Adjusting of couple system to make space for childrenb. Collaboration in child rearing, financial, and housekeeping tasks c. Realignment of relationships with extended family to include parenting and grandparenting roles d. Realignment of relationships with community and larger social system to include new family structure and relationships
Key Principle to Emotional Transition:
Increasing flexibility of family boundaries to permit children’s independence and grandparents’ frailties
Second-Order Changes in Family Status Required to Proceed Developmentally
a. Shifting of parent/child relationships to permit the adolescent to move into and out of systemb. Refocus on midlife couples and career issues c. Beginning shift toward caring for older generation d. Realignment with the community and larger social system to include shifting the family of emerging adolescent and parents in new formation pattern of relating
Key Principle to Emotional Transition:
Accepting the realities of limitations and death and completion of one cycle of life
Second-Order Changes in Family Status Required to Proceed Developmentally
a. Dealing with loss of spouse, siblings, and other peersb. Making preparations for death and legacy c. Managing reversed roles in caretaking between middle and older generations d. Realignment of relationships with larger community and social system to acknowledge changing life-cycle relationships
Key Principle to Emotional Transition:
Accepting the shifting generational roles
Second-Order Changes in Family Status Required to Proceed Developmentally
a. Maintaining of own and/or couple functioning and interests in the face of physiological decline: exploration of new familial and social roles.b. Supporting a more central role of middle generations c. Re-alignment of the system in relation to the community and the larger social system to acknowledge the changed pattern of family relationships of this stage. d.Making room in the system for the wisdom and experience of the elders e. Supporting older generation without overfunctioning for them
Key Principle to Emotional Transition:
Commitment to new system
Second-Order Changes in Family Status Required to Proceed Developmentally
a. Formation of partner systemsb. Realignment of relationships with extended family, friends, and larger community and social system to include new partners
Depression
Depression and Sadness: Anger can turn inward as individuals come to terms with the event.Overwhelmingness: Facing daily life and future implications can be overwhelming. Importance of Sharing: Talking about feelings and experiences can be beneficial for recovery. Support from Others: Sharing with outsiders can offer significant support. Avoidance of Discussion: Cutting oneself off from others can hinder recovery.
Reorganization
Gradual Progress: Individuals and families make progress toward recovery.Turning Event: A decision or action signals movement forward (e.g., getting rid of mementos, joining a group). Communication: Talking about the loss or experience facilitates reorganization. Timeframe: Recovery time varies depending on factors like loss level, trauma, severity, and impact. No Prescribed Timeframe: There is no set timeline for recovery.