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Brothers and Sisters: A Special Part of Exceptional Families / Edition 3

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Overview

There is something unique, something special, about growing up in a family in which a brother or sister has a disability. The new edition of this important text examines these unique relationships and discusses research on and strategies for working with siblings of people with disabilities. The reader-friendly volume appeals both to faculty at teaching and research institutions and to family members and practitioners who work with people with disabilities. Included in the new edition are updates to critical issues such as multicultural considerations, financial planning, and information on genetics and heredity. In addition, the book provides an extended focus on family members beyond parents, including grandparents and other extended family members who interact with siblings in their relationships within a family

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Editorial Reviews

Stanley D. Klein

"A very useful book. In addition to a thorough review of sibling literature and research, it offers a wide range of 'how-to' practical applications."
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Product Details

  • ISBN-13: 9781557667199
  • Publisher: Bookes Publishing Co.
  • Publication date: 8/1/2006
  • Edition description: 3RD
  • Edition number: 3
  • Pages: 320
  • Sales rank: 1,330,290
  • Product dimensions: 6.00 (w) x 9.00 (h) x 1.00 (d)

Meet the Author

In addition to teaching and serving as Chair of the Department of EducationalPsychology and Special Education at Georgia State Universityin Atlanta, Peggy A. Gallagher coordinates the Early Childhood SpecialEducation program and also directs Project SCEIs (Skilled CredentialedEarly Interventionists), a collaborative between six universities as partof Georgia’s Part C Early Intervention Program, to develop statewidetraining for parents and professionals. She holds a doctorate in specialeducation from the University of North Carolina at Chapel Hill.Dr. Gallagher has extensive training and experience in workingwith families of young children with disabilities and in developing personnelpreparation systems. Early in her career, as a teacher of youngchildren with special needs, Dr. Gallagher became interested in siblingrelationships as she got to know her students’ brothers and sisters. Subsequently,she co-founded the Sibling Information Network in 1981with one of her co-authors, Dr. Thomas H. Powell. She and her husbandKevin are the parents of two teenagers.Thomas

Don Meyer, M.Ed., Director, Sibling Support Project, 6512 23rd Avenue NW, Seattle,Washington 98117

Don Meyer is the director of the Sibling Support Project, a Seattle-based nationalproject dedicated to the lifelong concerns of brothers and sisters of people with specialhealth, developmental, and mental health concerns. A sought-after speaker, Don hasconducted workshops on sibling issues and trainings on the Sibshop model in all 50states and in seven countries. He is the editor of The Sibling Slam Book: What It’sReally Like to Have a Brother or Sister with Special Needs (Woodbine House, 2005),Views from Our Shoes: Growing Up with a Brother or Sister with Special Needs (Woodbine House, 1997), and Uncommon Fathers: Reflections on Raising a Childwith a Disability (Woodbine House, 1995). With Patricia Vadasy, Mr. Meyer wroteLiving with a Brother or Sister with Special Needs (University of Washington Press,1996). His work has been featured on ABC News and National Public Radio and inNewsweek, The New York Times, and The Washington Post. Don is married to TerryDeLeonardis, a special education preschool teacher and consultant. They have fourchildren.

Prior to his appointment as President of Mount Saint Mary’s University,Thomas H. Powell was President of Glenville State College in Glenville,West Virginia. Dr. Powell has served as Dean of the College of Educationat Winthrop University in Rock Hill, South Carolina, and Dean ofthe College of Education and Human Services at Montana State University—Billings. He received his doctorate in special education from Peabody College of Vanderbilt University. Powell founded the SiblingInformation Network with Peggy A. Gallagher. He also is the foundingdirector of the University of Connecticut’s University Affiliated Programon Disabilities. He and his wife Irene have three children.

Cheryl A. Rhodes is a licensed marriage and family therapist and a licensedprofessional counselor with expertise in working with familiesof children with disabilities. She holds a master’s degree in counselingfrom City University of New York–Brooklyn College. Ms. Rhodes hasbeen a trainer, project director, consultant, and counselor for more than25 years. She has designed programs and conducted support groups forsiblings of children with disabilities and for grandparents rearing grandchildrenwith disabilities. She is involved in initiatives for families ofchildren with disabilities at the state and national levels and serves asChair of the Family Consortium for the Division for Early Childhood ofthe Council for Exceptional Children. She has worked with Georgia’searly intervention program since the mid-1990s. She is the parent ofthree children, two daughters and a son, ages 22, 20, and 18. He

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Read an Excerpt

Excerpted from Chapter 9 of Brothers and Sisters: A Special Part of Exceptional Families, Third Edition, by Peggy A.Gallagher, Ph.D., Thomas H. Powell, Ed.D.,& Cheryl A. Rhodes, M.S., L.M.F.T.

Copyright © 2006 by Paul H. Brookes Publishing Co. All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.

The school-age period for siblings may be the most intense in terms of their special needs. Itzkowitz (1989) found that during this period, siblings had the greatest needs for information and support services regarding their brothers' and sisters' disabilities. Because siblings spend much of their time in school, it is the logical setting for the provision of support services. The school, therefore, has a special responsibility for addressing those needs.

SPECIAL EDUCATION LAWS AND REGULATIONS RELATED TO EDUCATION

The Individuals with Disabilities Education Act (IDEA) Amendments of 1997 (PL 105-17), reauthorized as the Individuals with Disabilities Education Improvement Act of 2004 (PL 108-446), and The Americans with Disabilities Act (ADA) of 1990 (PL 101-336) are two federal laws that define and protect the rights of children with special needs with regard to access to education and participation in community programs such as child care. The trend toward inclusion in service delivery means that a child with a disability will most likely attend the same school and after-school program as siblings without disabilities.

The Individuals with Disabilities Education Improvement Act of 2004

Turnbull, Turnbull, Erwin, and Soodak (2006) identified six key principles that govern the education of students with disabilities: 1) zero reject (no school may exclude a student age 3 through 21 who has a disability.); 2) nondiscriminatory evaluation (to deter- mine whether a student has a disability and if so the type of support needed); 3) free appropriate public education or FAPE (public education programs will be individualized to meet students needs and strengths); 4) least restrictive environment or LRE (students with disabilities must receive education in general education classes with their peers without disabilities to the maximum extent appropriate to the needs of that child, often referred to as inclusion or mainstreaming); 5) procedural due process (professionals and parents should be accountable to each other); and 6) parent participation (parents and students should participate in making decisions about a student's education). IDEA grants parents the rights to gain access to educational records and to serve on local special education advisory committees.

Unless a child's individualized education program (IEP) requires some other arrangement, the child is to be educated in the (local) school that he or she would attend if the child did not have a disability. Even for students with the most severe disabilities, the local school tends to be the least restrictive setting (Brinker, 1984; Lipsky & Gartner, 1992; Stainback & Stainback, 1992). The law mandates that a child should not be moved from education in age-appropriate regular classrooms solely because of needed modifications in the general curriculum. This policy extends to the provision of nonacademic and extracurricular services and activities, including meals, recess periods, and the services and activities. For more information go to IDEA 2004 Resources (U.S. Department of Education http://www.ed.gov/policy/speced/guid/idea2004 .html) or IDEA Law and Resources (Council for Exceptional Children http://www.cec.sped.org/law_res/law/index.php).

The Americans with Disabilities Act of 1990

ADA is a comprehensive, federal civil rights law that prohibits discrimination on the basis of disability. The ADA defines disability as a physical or mental impairment that substantially limits

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Table of Contents

1 Listening to siblings 1
2 What we know about sibling relationships 13
3 What we know about special brothers and sisters in the family system 53
4 Concerns and needs of siblings living with brothers and sisters with disabilities 97
5 Providing information to children with siblings with disabilities 111
6 Providing support of siblings with brothers and sisters with disabilities 143
7 Social interaction between brothers, sister and others : how relationships are formed and maintained 177
8 Siblings as teachers 205
9 Siblings at school : going beyond academics to support siblings' unique needs 231
10 Siblings as adults : building secure futures 255
11 Capstone strategies for parents and siblings 279
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