CLD 241 Chapter 3: Chapter 3 Terms

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Chapter 3 Terms
Case manager – the member of the IPP team who assumes responsibility for coordination of the
program and services for the child
Cultural mediators- Individuals who help mediate between the culture of the school and the culture of
the family; they share information and enhance understandings so that the family can participate fully in
the assessment and education process
Culturally competent/ sensitive – classroom activities, materials and curricula that acknowledge and
respect the different ethnicities that are represented in the classroom and the community
Empowerment – planning and carrying out intervention activities in ways that pass as much control and
decision making as possible on to the family
Failure to thrive – refers to undersized infants whose bodies, for various reasons (organis, genetic or
environmental) either do not receive or cannot use the nurturance necessary for proper growth and
development
Family uniqueness – a perspective that recognizes that every family is different
Family- centred services (FCS) – a set of values, attitudes and approaches to services for children with
special needs and their families. In FCS, the family works with service providers to make informed
decisions about the services and supports the child and family recieve
Individual family service plan ( IFSP) – similar to the IPP, the IDSP is a written plan that describes services
for families with young children with special needs; it is written collaboratively with parents and
describes the child’s current strengths and needs
Nonintrusive – Professionals respecting the privacy of families and not intruding into families’ lives or
lifestyles without an invitation to do so
Reciprocal relationships- interactions between individuals in which each person gives and receives in
response to the giving and receiving of the other.
Reconstituted (or blended) family – each parent bringing children into a new household
Resources consultant/resource teacher/ early interventionist – a professional with special training and
expertise in planning and implementing developmentally appropriate programs for children who have
developmental problems.
Service coordinator – the member of the IPP team who assumes responsibility for coordination of the
program and services for the child
Transactional relationships – the understanding that children and adults influence each other in their
ongoing relationships with that both children and adults learn from these interactions; future
interactions are influenced by earlier interactions
Transdisciplinary team - the team that shares the responsibility for assessments, program planning,
implementation and evaluation across members
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