Module 8: Complexity
Interpersonal Factors
The video examples in Part 1 demonstrated how each student’s various disabilities interacted in unique ways to create the big picture that educators must consider to achieve learning and inclusion for students with complex needs. Here you will learn how interpersonal factors must also be considered in the big picture view.
Each student comes with a unique set of interpersonal factors that impact how they learn and are included. These factors include:
- Family tradition
- Culture
- Access to resources
All these factors impact how a child self-identifies and are part of the big picture that will guide you in creating opportunities for learning and inclusion.
Family Traditions
Family tradition, also called family culture, is defined as an aggregate of attitudes, ideas, ideals, and environment which a person inherits from their parents and ancestors (Burgess, 1931). These attitudes and ideals can be as simple as always eating at the table at dinner time to the complexity of beliefs and values about inclusion of students with complex needs. It is important for educators and specialists to acknowledge the individual attitudes and ideals of families, and welcome their views when developing opportunities for learning for their child/your student.
There are many family tradition factors to acknowledge and understand. Here are a few examples:
- Hopes—what do family members hope for their child?
- Expectations—what do family members expect for their child, such as education, adult life, inclusion?
- Responsibilities—how does the family define roles and responsibilities?
As with any of the interpersonal factors, it is important to proceed with sensitivity and a willingness to understand where the family is coming from in order to move forward together to create meaningful opportunities for their child/your student.
Read about the experience of Emily Perl Kinglsey (PDF).
- How do you think acceptance plays a part of family tradition?
- How can you work with families with their acceptance journey through creating a meaningful educational experience for their child/your student?
Culture
Culture is defined as the customary beliefs, social forms, and material traits of a racial, religious, or social group, as well as the characteristic features of everyday existence (such as diversions or a way of life) shared by people in a place or time (Merriam-Webster Online). Culture can influence the understanding of all aspects of life including roles, responsibilities, rules, traditions, expectations, inclusion, and disability. Culture can influence the actions people take. For example, whether families seek assistance for their child with complex needs, and the support and treatment options they’d consider.
There are many cultural factors to acknowledge and understand, here are few examples:
- Language: Is English a second language? There are many words and phrases that do not easily translate from other languages to English. You must be mindful of language
- Traditions: Each culture has its unique way of celebrating or activities that are meaningful to them. Seek guidance, and in some cases permission, from families on how to include these meaningful traditions in general classroom activities
- Inclusion: Cultures have their own ways of including: who’s included, how they are included, and when they are included. Families are a valuable resource for answers to these questions
Cultural competence is important for any individual who works in education, health care, or any social service field. It is important that educators and specialists practice cultural competence by considering, acknowledging, and respecting the culture of the students and families they work with.
Cultural competence does not mean treating everyone the same way or not seeing differences.
- What are the risks associated with the statement “I see everyone as equal?”
- How do you think your own cultural bias can impact cultural competence?
Access to Resources
Access to resources varies greatly from place to place. The resources and supports available in major urban centers like Vancouver will be very different from those that are available to a student living in a remote northern community. Limits to resources in smaller communities can place an unequal load on families and caregivers, who are seen as the experts regarding their child. It can mean that families must travel further for their child to receive specialized supports like feeding clinics, surgeries, or appointments with specialists. Travel and accommodation can be a significant financial burden on families. These necessary medical interventions could mean extended periods of time that the student is away from school. Unfortunately, there are times when a student will go without needed interventions because the barriers to access are too great.
However, because small and remote communities have limited access to resources they can also be highly creative, resourceful, and supportive. The downfall to easy access can sometimes mean that we don’t try anything else if a service is readily available.
Where we live can also affect what activities a student can participate in. A large city center will likely have more activity choices, more accessible buildings, or more accessible streets. Geography and weather can impact access, so northern communities who deal with snow and have gravel roads make access and activity selection difficult for students who use wheelchairs. Larger cities, in contrast, create more anonymity for students, impacting their presence in the community, which is different from their small-town counterparts where the student is known by everyone.
It is important for educators to recognize how limited access can affect learning opportunities and support for a student with complex needs.
Create a list of resources that could be beneficial to a student with complex needs for the community you live in.