Families + Schools + Disabilities

1. • equipment, frequent therapy sessions (physical, occupational, speech), adaptive technologies, and potentially medications, all of which become more burdensome with reduced income.
   • Impact on School Involvement: Financial strain can severely limit Reese's mom's time and involvement with the school.
     • Increased Work Hours: She might need to take on more shifts, a second job, or a higher-paying but more demanding job, leaving her with less flexibility for school meetings, volunteer activities, or even prompt communication during school hours.
     • Transportation Issues: If she has a demanding work schedule or limited funds, reliable transportation for school events, IEP meetings, or even picking Reese up from school might become a challenge. She might rely on grandparents, which can also be complex.
     • Emotional Exhaustion: The constant worry about money can lead to chronic stress, anxiety, and exhaustion, making it difficult for her to engage actively and positively with the school, even if she wants to.
     • Prioritization: Survival needs (housing, food, medical bills) will inevitably take precedence over school involvement for a parent facing severe financial hardship.

2. Logistical Challenges of Relocation and Adapting to a New Environment (especially with a child with disabilities):

   • Description of Stressor: Moving, even within the same town, is inherently stressful. For Reese's mom, this involves finding a new temporary home (upstairs in her grandparents' house), which might not be fully accessible or set up for Reese's specific needs (e.g., navigating stairs in a wheelchair, adapting bathrooms). She also has to manage two other children who are also adjusting to a new living situation and potentially a new school. This involves unpacking, re-establishing routines, finding new doctors/therapists for all children, and navigating the complexities of a new school system for Reese, whose needs require specific accommodations. The sheer volume of administrative tasks and physical labor involved in moving can be overwhelming.
   • Impact on School Involvement:
     • Time Consumption: The initial weeks and months after a move are incredibly time-consuming, filled with administrative tasks, setting up utilities, finding new resources, and helping all children adjust. This leaves very little spare time for school involvement.
     • Lack of Familiarity: As a new family in the school, Reese's mom might not know the key personnel, the school's communication methods, or the processes for special education services as well as she did in the previous school. This can make proactive involvement more challenging.
     • Overwhelm and Exhaustion: The cumulative effect of physical exhaustion from moving, emotional strain from divorce, and the cognitive load of re-establishing life can leave her with little energy to actively engage with the school. She might struggle to recall details from conversations, attend all meetings, or follow up on school communications promptly.
     • Accessibility Concerns: If the grandparents' home presents accessibility challenges, getting Reese ready for school each day might become a monumental effort, further depleting the mother's energy and time for school-related interactions.

As a teacher, understanding these profound stressors is critical for fostering a supportive relationship with Reese's family. A parent in this situation, despite their typical involvement, may simply not have the capacity to maintain the same level of engagement, and it's important for the school to respond with empathy and flexibility rather than judgment.

Scholarly Source Support:

According to Turnbull, A. P., Turnbull, H. R., Erwin, E. J., Soodak, L. C., & Shogren, K. A. (2015). Families, professionals, and exceptionality: Positive outcomes through partnerships and trust (7th ed.). Pearson Education., families raising children with disabilities often experience chronic sorrow, increased financial burdens, and significant challenges navigating complex service systems. Furthermore, major life transitions such as divorce and relocation (which are inherently stressful for any family) are magnified when a child has special needs, as they introduce additional logistical complexities and require re-establishing specialized supports and services. This text highlights that teachers must recognize the cumulative impact of such stressors on parents' capacity for involvement and focus on building trusting relationships through empathy and individualized support.

Scenario C: Stressors for Reese's Mom and Their Impact on School Involvement

Reese is a young girl with cerebral palsy, primarily using a manual wheelchair but also taking a few independent steps. Her parents have recently separated and are divorcing. Reese, her mom, and two older siblings have temporarily relocated to her grandparents' upstairs. This move has necessitated a transition to a new school for Reese. While generally involved, Reese's mom is experiencing significant life stressors.

Beyond the divorce itself, here are at least two stressors Reese's mom might be experiencing and how they might affect her time and involvement with the school:

1. Financial Strain and Economic Instability:

   • Description of Stressor: Divorce often leads to a significant decrease in household income, especially if one parent was the primary earner or if child support/alimony payments are not yet established or consistently received. Relocating, even temporarily to grandparents' house, can come with unexpected costs (moving expenses, new school supplies, potential for needing new specialized equipment for Reese if the old home's setup was customized). The increased number of dependents for one parent, coupled with potentially reduced income, can create immense financial pressure. Furthermore, a parent of a child with cerebral palsy faces additional, often substantial, medical and therapeutic expenses that regular families do not. These can include specialized