The Harvard Family Research Project separated from the Harvard Graduate School of Education to become the Global Family Research Project as of January 1, 2017. It is no longer affiliated with Harvard University.
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Fall 2002 Supporting Parents of Learning Disabled Children: Creating a New NormKatherine Scott
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Katherine Scott
Harvard Graduate School of Education
Harvard University
Course Description
The purpose of this module is to explore an understanding of how parents of learning disabled (LD) children make sense of their parenting experiences and the ways in which they might be better supported within school communities. The goals of this course are for students to: (1) reflect on their own assumptions about: (a) the role of parents in their child's education, (b) their role (as teacher, administrator, school counselor, special educator, etc.) in relationship to the LD students in their classroom, or in their school; (2) become conversant with research and theory on adult development (as it relates to parenting specifically), parental development, and the specific experience of parenting a LD child; (3) become knowledgeable about developmental models of support that could be anchored within school communities; (4) pursue in greater depth their own question or topic (in the form of a final paper) relevant to the central themes of the course. Students will also become familiar with the principles of dialogue, a form of communication that values the multiple truths that parents and educators bring to discussions about a child's learning. Enrollment is limited to 20. If the course is over-subscribed, permission of the instructor will be required.
Course Outline
9/17/02
Week 1: Course Introduction/Surfacing Assumptions
9/24/02
Week 2: Examining Educators' Assumptions About the Role of Parents in Their Child's Education
Readings:
Cutler, W. (2000). Parents and schools: The 150-year struggle for control in American education (selected chapters). Chicago: University of Chicago Press.
Scott, K. (2002). A case study.
Senge, P. (2000). Schools that learn: A fifth discipline fieldbook for educators, parents, and everyone who cares about education (pp. 27–58). New York: Doubleday.
10/1/02
Week 3: Parenting As An Opportunity For Growth/Development
Readings:
Fedele, N., Golding, E., Grossman, F., & Pollock, W. (1988). Psychological issues in transition to first parenthood. In G. Michaels & W. Goldberg (Eds.), The transition to parenthood: Current theory and research (pp. 62–84). Cambridge, England: Cambridge University Press.
Galinsky, E. (1987). The six stages of parenthood (selected pages). Reading, MA: Addison-Wesley.
Grossman, F. (1987). Separate and together: Men's autonomy and affiliation in the transition to parenthood. In P. Berman & F. Pederson (Eds.), Men's transitions to parenthood (pp. 89–112). Hillsdale, NJ: Lawrence Erlbaum.
Kegan, R. (1995). In over our heads (pp. 73–106). Cambridge: Harvard University Press.
10/8/02
Week 4: Parenting Learning Disabled Children: An Overview
Readings:
Donova, W. (1995). Growing up dyslexic: A parent's view. Journal of Learning Disabilities, 28(6), 324–328.
Scott, K. (1999). Parenting boys identified as having learning disabilities: A meaning making perspective (pp. 119–156). Unpublished doctoral dissertation, Harvard University.
Stephenson, J. (1991). The perspectives of mothers whose children are in special day classes for learning disabilities. Journal of Learning Disabilities, 25(8), 531–533.
Waggoner, K., & Wilgosh, L. (1990). Concerns of families of children with learning disabilities. Journal of Learning Disabilities, 23(2), 97–98, 113.
10/15/02
Week 5: Supporting Parents' Growth and Development Within a School Community: Creating a Developmental Bridge
Readings:
Daloz, L. (1986). Effective teaching and mentoring: Realizing the transformational power of adult learning experiences (pp. 209–235).
Kegan, R. (1995). In over our heads (pp. 37–70). Cambridge, MA: Harvard University Press.
Parks, S. (1986). The critical years (selected pages). San Francisco, CA: Harper.
10/22/02
Week 6: Creating a New Norm: Welcoming Parents Into the Dialogue
Readings:
Issacs, W. (1999). Dialogue and the art of thinking together (pp. 83–159). New York: Doubleday.
Scott, K. (1999). Parenting boys identified as having learning disabilities: A meaning making perspective (pp. 343–356). Unpublished doctoral dissertation, Harvard University.
Scott, K. (2002). A case study.
10/29/02
Week 7: One Model of Parental Support: Parent Support Groups Anchored Within a School Community
Readings:
Featherstone, H. (1981). A difference in the family (selected pages). New York: Penguin.
Parks, S. (1986). The critical years (selected pages). San Francisco, CA: Harper.
Scott, K. (1999). Parenting boys identified as having learning disabilities: A meaning making perspective (pp. 74–87, 236–254). Unpublished doctoral dissertation, Harvard University.
11/5/02
Week 8: Consultation on Student Projects/Conclusion
Free. Available online only.