Teacher+Resources

= **Readings and Resources** =

= **Involving Parents in the IEP Process** =

Dabkowski, D. M. (2004). Encouraging active parent participation in IEP team meetings. //Teaching Exceptional Children, 36,// 34-39. This is a practical essay that discusses various strategies for involving parents in the IEP process. It calls into question the ways that special educators conduct IEP meetings and challenges stereotypes about what parents know, want to know, and how they should be best situated in the IEP meeting. Questions raised in this essay include the following: What role do I believe the parent should play on the team? Observer? Provider of information? Decision maker? I used this source, among others, to find new ways to incorporate parental input in IEP meetings. Through this I have worked to develop and provide a list of commonly used acronyms to the parents, made sure that there is a comfortable physical environment (room, table, chairs, etc) for the IEP meeting, ensured that changes being made to any documentation are easily observable by the family members.

Van Haren, B., & Fiedler, C.R. (2008). Support and empower families of children with disabilities. //Intervention in School & Clinic, 43,// 231-235. Linked to the article above, this text made me increasingly aware of the ways I interact with parents. I became more aware of my nonverbal communication as I interact with parents (facial expressions, gestures, posture, or body position). I looked to ensure that I checked for parents’ understanding of key points made during the meeting, watched their body language for any signs of confusion or disagreement, and asked parents for their ideas directly if they were quiet, rather than simply telling them that they could contribute at any time. Additionally, I used validating statements to show the parent support.

Friend, M (June 2009). //Co-Teach!: A Handbook for Creating and Sustaining Effective Classroom Partnerships in Inclusive Schools//. Greensboro, NC: Marilyn Friend, Inc. This text was used during a full day professional development that hit upon specific issues with co-teaching in the Philadelphia School District. I had actually used one of Marilyn Friend’s other books, //Interactions//, as the primary text for my SPED 568 course at Holy Family University. This book was helpful in a variety of ways as it defined co-teaching in particular and distinguished it from other terms such as collaboration, team teaching, inclusion, mainstreaming, etc. I am not currently co-teaching, but our school is moving toward that model for some classrooms next school year. Since I hold a duel certificate in English and Special Education, I may be asked to co-teach at least one class each day. This text answered many questions I had about the various co-teaching models and provided practical examples and solutions to many common questions that other educators as well as myself have had over the course of the year.

**12 Tips for Involving Parents in the IEP Process** The struggle that most special education teachers face is how to get the parents to become more of a participant in the IEP. Parents along with their child are the key stake holders in developing an appropriate IEP. What can special education teachers do to get parents more involved in the process? 1. Prior to the IEP meeting, the SPED teacher should interview the parent to see what their concerns are for their child and what goals and objectives they would like to see implemented in the IEP. 2. At least a week before the meeting, send home a list of possible goals and objectives for the parent to review and make additions to or corrections to them. 3. Probably the most important is to set a time for the meeting that is mutually agreeable to all but most especially the parent. 4. Let the parents know, in writing, who will be invited to the IEP meeting and what their role will be. A “one liner” about each member’s purpose on the team can be helpful. 5. Be sure during the meeting to welcome comments and concern that the parent may have. Ask questions specifically addressed to them. Don't let anyone interrupt them. If a parent begins to speak, let them and be sure that others allow time for them to talk as well. If team members feel the need to talk among themselves while the parent is talking, ask them to go out of the room so that a parent does not have to compete with others attention. 6. Keep a steady flow of communication with the parents all the time - not just at the IEP meeting. 7. Keep the parent informed of what is happening with their child. This means not just report card or parent conference time. This means at other times as well. This way the parent can know what is working and what isn't working. 8. Let the parent know of successes their child has experienced as well as what things need to be done differently. 9. During the meeting be sure to acknowledge the parent as a part of the team and let the other members of the team know that what they are saying and discussing is important. Break down “education speak” so that all team members know what is being said (IEP, NOREP, SEL, Para, OT, PT, ST, SPED, IDEA, etc). 10. As teachers we get very attached to the children we work with, especially those that we work with for multiple years. It is important that we keep in mind that this child, for whom we are meeting, is not our child but belongs to the parent. We may not always agree with the parent but their wishes should be considered and acknowledged. 11. The most important skill we can develop as facilitators of meetings is to listen, listen and listen when the parent talks. This means active listening - with eyes and ears. 12. Lastly, let the parent know that you care about their child and about them as a family. Parents of children with disabilities often need reassuring that their child is a part of the classroom, has friends and others who care for them. We can expect that, at times, parents will disagree with the recommendations of the educational professionals and that educational professionals will disagree with one another. But proactively seeking parent input in the IEP process can help you avoid unnecessary disagreements and help make those disagreements that may be necessary less disagreeable. **What Special Educators Would Like Parents to Know** **Our Goals Are Shared:** As educators, we too want what is best for your child. We want to work with you to maximize achievement academically, socially ad behaviorally. As a parent, your child is your number one concern. As educators, many children become our number one concern. It may seem that we don't always put your child first; however, we do the very best for all the students under our direction and care. Always know that the 2 environments (home and school) are different and that we have many parents to form partnerships with in order to best meet the needs of all of our students with special needs. **I Want to Make the Difference:** I chose special education because I want to move your child from point A to point B in all areas of his/her development. I am patient but also very committed to achieving the goals stated in the IEP. I have the firm belief that from the time a child is born, our goals are to help with independence while maximizing learning opportunities. I also realize that as the parent, you know your child best and I want to know about any concerns or suggestions you may have. I took additional qualifications to become a special educator and believe I have the [|essential qualities] to serve my students well. **Meaningful Parental Involvement is Important to Me:** Research exists to link parent involvement in their children’s education with greater student achievement in terms of grades, student attitudes and behavior. To this end, I believe you should be involved in planning, problem solving, decision making and [|IEP] input. Sometimes, emotions run high in parent/teacher relationships, let's remove the barriers together and use a [|solution focused approach.] Together we can unlock your child's potential. **I Believe Strongly in Promoting Self-Confidence and Self-Esteem:** I am well aware that many children with special needs suffer from a lower self esteem. I work hard to [|promote their self esteem] and to improve their confidence levels. I alone cannot achieve this and will always rely on your support and the support of all of those working with your child. **It's Important to Me That We Work Together:** I believe that maximum success begins with both of us working together to achieve the goals that are in the best interests of your child. I believe that our [|routines] should be similar to provide your child with a consistent set of expectations focused on growth in academic, social or behavioral areas. Conversations aren't always possible but agendas or communication books that are treated very seriously can be a great means for daily communication. In many cases, daily communication through the agenda/communication book is essential. Let's keep the 2-way communication going. **Becoming Informed:** Depending upon which educational jurisdiction you are in, there are many great resources and parental guides to help you understand [|what special education is] al about. Special educators tend to use a lot of [|acronyms,] whenever you want clarification be sure to check the wealth of resources available to you. The internet is also a great vehicle to learn about policy and procedures in special education. **Communication:** Communication between us is extremely important to me. When preparing for a meeting or phone conversation, I would encourage you to make a list of any questions, concerns, thoughts and information you might have. Time isn't always our friend, and the more we can prepare for conferences, interviews or phonecalls, the quicker we will be able to find solutions. If possible, be sure to ask get input from your child as well. We'll talk about the great things that are happening, the strengths we're seeing and the areas of concern or need while maintaining a positive tone. **In Summary:** In summary, I come back to my number one point. Always remember that our goals are shared. Believe in me and believe that I too share your goals, I want what is truly best for your child. **What Parents Want Special Educators to Know** **I Am an Expert on My Child:** I understand that you have expertise in education, and that you may have a lot to tell me about how my child learns and behaves and interacts in your classroom. But please recognize that I have a longer view of my child's development, and that I see him in the greatest number of different situations and environments. I have been closely studying my child for as long as he has been alive. Please don't ever suggest that you know him better than I do.

**I Carry Your Expertise, Too:** Wonder how other teachers have handled my child in the past? You could go through files, call around, send e-mails, try to network. Or you could ask me. I've been working with teachers and observing their techniques for as long as my child has been in school, and we've talked about what works and what doesn't. Suggestions I've made to you may well be based on the collective wisdom of those past teachers. Use me, and allow me to be useful to the teachers who come after you.

**Homework Can Be Complicated:** I understand the need for homework to reinforce skills learned during the day, but please understand that after a full day of holding it together at school, my child may have a hard time refocusing for large amounts of work at home. We may also have therapy sessions and doctor appointments that eat up after-school time. If we work together, you and I, we can establish a homework schedule that works for both of us -- and strategies for making sure the homework gets turned in.

**Communication Is Important to Me:** My child can't always be trusted to bring home accurate information, and there may be things that happen at home that will be important for you to know, too. Please establish an easy way for me to communicate with you, whether it's a notebook or an e-mail address or a phone number. I will try not to abuse the privilege, but so many misunderstandings can be prevented if you and I can just interact directly instead of relying on interpretations of what my child can convey.

**What Happens at School Doesn't Stay at School:** Often, the stresses of the day get played out in tantrums and outbursts at home. And that's okay; I'd rather my child lose it at home, when she's safe, than in school. But don't assume that I don't want to know about problems that occur during the day, or that you're protecting me from disappointment by not sharing stories of frustrations and failures. I'm going to be dealing with them one way or the other, and the more information I have, the more I can help my child.

**I'm Not Grieving:** Or if I am, it's my business. Please don't dismiss my demands for services or progress as driven by sorrow over my child's shortcomings. I'm motivated to get the best for my child just like every other parent. We may sometimes disagree on what that is, or how close to it the school is obligated to get. But I don't need your sympathy or your psychoanalysis. I need your respect and collaboration and inspiration. Just what you would want for your own child, whatever his abilities.

**I'm In This for the Long Haul:** And you're not. My child will be important to you for a year, and I'm grateful for the work you will do and the changes that you will make. But the course we choose for his future in IEP meetings, and the distance you bring him toward his goals, will affect the rest of my life and the rest of my child's. That is why I have to fight for what I think is right, and why I need you to listen. I promise to listen to you as well, and give your views serious consideration. But as the largest stakeholder, I need to have the loudest voice.

**I Can Be Your Advocate, Too:** I'm a fighter. Instead of fighting with you, why don't I fight for you? Let me know when you're not getting the support you need from the school district. Let me know if you need supplies that I can help provide, or if you have a project that might be funded by the school's parent organization. Let me know if there's something you'd like a parent to bring up with the school administration. There's so much we can do, for my kid and all kids, if we can just work together.