VIDBE-Q Volume 65 Issue 4
their child age-appropriate chores and responsibilities. We teach parents how play
is connected not only to language, but also to skill development while we model
for parents how to work with their child.
I recently held trainings for middle and high school parents and found a gap
in the expanded core curriculum (ECC) skills students were taught in school and
what they practiced at home. As the TVI, I expected the parents were continuing to
have their child develop age-appropriate chores and responsibilities about the
house and be engaged in community activities. If there were any concerns, we
would work on them together. What I found was the parents' expectations had not
developed past preschool-age skills. In the IEP meetings, when ECC instruction
was discussed, parents agreed on the priorities and services received. What I
missed was asking the families what supports they needed at home to practice
these skills. The parents in the training were unsure about how to teach or reinforce
skills and were nervous about some, such as cooking. It was a revelation that I
needed to start making sure the students, families, schools and I were all working
together when it came to ECC skills and expectations. There needed to be a plan to
help families incorporate ECC skills into the home.
Working in the school setting with consistent routines remains the best way
to teach and refine ECC skills. As a TVI working in several school systems in rural
areas, it is difficult to meet with students on a consistent basis to work on skills.
