Family Collaboration in Special Education Essay

I am providing an analysis of “Who Decides Where Jerry Goes to School? Family and Educator Conflict in Special Education Placement” by John J. Steffen and Joanne M. Marshall (2006). The school and district’s administrators are facing a conflict with the placement of a special education student. After being diagnosed with several medical disabilities which affected his behavior, the student struggled to achieve success in the initial placement that was chosen for his academic experiences as part of his inclusion in the Exceptional Student Education (ESE) program. However, the procedures, decision making, communication, learning objectives, and follow up process were plagued with mistakes. This decision making process, the conflict between school administrators and parents, and the needs of the student for his success in academic achievement is the focus of this case study analysis.

Parents face a painfully daunting task, accepting and managing the requirements for the public school special education process to

Parents play a pivotal role in the academic success of students. Therefore, it is important for educators to provide frequent opportunities for collaboration with families so they can support student learning at home. Additionally, regular communication with parents helps them understand the educational programs in school so they can monitor student progress and advocate for their child’s needs.

After the intro, the authors geared the information toward the fundamentals of successful parent involvement which included three sections that had different techniques for educators. In two of the sections there were tables that included modes and frequencies of communication and different activity ideas that teachers can host to involve parents. For example, one activity was “Family and Friend Breakfasts.” This would be where parents or other family members or friends could come and eat breakfast in the classroom while being served by the students. This is a great way to show appreciation to parents and develop positive rapport. Overall, the findings were beneficial in the sense that I can use the information provided in this article for my own practice. Among the abundance of research provided, there was also much insight integrated. An important insight from the authors was for educators to remember that parents and teachers have a common goal no matter what differences may appear. I aspire to be a teacher that respects the parents of my students and provides ample opportunities to make them feel a part of my classroom and their child’s education. The strategies for successful parent involvement conveyed in this article will help me to better achieve this aspiration for the optimal success of my

An entire community based on parents, teachers and students is what builds up a strong net school community and with support and togetherness it can break the barriers in parent- teacher communication. The school, parents, and teachers all play a big role in how our children will succeed. It is important that the schools continue to provide resources for the family, progress on their children academics and it is important that the families take a proactive measure and keep up to date with what is going on in their children’s

Families’ attitudes and understandings of children’s exceptionality. To increase the degree of participation, involvement, and engagement of CLD parents in special education and IEP, besides support from outside environment, the key point is the change of consciousness of each family. Understanding, accepting, respecting, and receiving help from special education positively and naturally should be achieved by CLD families with children identified formally as exceptional pupils.

As a parent it will probably be hard to put your child in special education but you should do what is best for them. They think their child will overcome the disability they were diagnosed with. That could be a possibility but you want what is best for you child. The kids may become really upset, stressed, and get anxiety about being put into special education. And then students sometimes accept the fact they are going to be put into this program.

Nobody wants to hear that their child is constantly struggling with a specific academic area or behavior, yet sometimes as special educators we tend to focus on the weaknesses in our daily communication with parents. I remember an instructor noting that it is so important to keep things positive. Whatever you write or communicate about a child, try to give a positive tone to the comments. I know that I have tried to keep this in mind when I write in my student’s daily journal note to his parents. I try to communicate the positive accomplishments/behaviors and if I have to relay something negative, I try to always begin or end with a positive comment. I remember having one of my daughter’s teachers stop me every day when I would pick her up at school to tell me the problems that my daughter had that day. It got to the point where I wanted to avoid that teacher and it also started to tear away at my perceived abilities as a mom. I had days where I would drive home in tears thinking that I wasn’t being a good parent. That experience has inspired me to never make another parent feel that way when I am

From the first day a child is born, parents are there to nurture their child, to support them as they grow and develop. There is a lot to learn about raising a child under normal circumstances, but when a child has special needs parents must learn this whole new language of medical and special education terms (Overton, 2005). Parents enter this new world where navigating for the best interest of their child is riddled with challenges and obstacles that they need to somehow overcome. This is especially true when parents are dealing with

Moving forward the researchers went on to talk about the involvement of the judicial support for parental involvement with children education for those that were disabled and handicapped was created for the federal state public law. This law included Individuals with Disabilities Education Act, or IDEA and Education of the Handicapped Amendments. In sum, parental involvement promotes the academic success of student

Getting involved in your child's school is not as difficult as you may think. Even a little school involvement by parents can have a positive impact on a child's academic success and on their future when they have a disability. Congress made parent involvement a key component of the Education of the Handicapped Children Act, the original federal special education law (Heward, 1996). Parent involvement activities are encouraged and provided by schools. These particular activities often encourage parents in working on behalf of their child’s learning and development.

Special education in a public school setting must have efficient collaboration amongst the entire team who are involved with the child. The collaboration can consist of the parents, regular education teacher, special education teacher, principle, counselor, Diagnostician, bus driver, Physical Therapist, Occupational Therapist, Speech Therapist, Audiologist, nurse, physical education teacher, vision teacher, assistive technology specialist, and cafeteria workers. Effective collaboration amongst the team members is important so everyone is on the same page for effective and consistent programing. Serving special needs students in the schools has been identified as a strong need for many years. In the book, “Providing Physical Therapy Services”, Irene R. McEwen PT speaks about the history of the laws regarding special education. In November 1975, the United States congress passed public law 94-142. This law was the climax of many laws and court cases from the 1960s to the early 1970s. The law helped define the rights of children and adults with disabilities. Part B of the Education for All Handicap Children Act (EHA) guaranteed the right for all children to a free and appropriate education. There have been provisions to help clarify the law which includes; (1) the concept of “zero reject”; (2) the concept of lease restrictive environment; (3) development of individualized education programs; (4) provisions of related services; (5) and the right of parents to request a due

Special Education programs are designed for certain students who are born with certain disabilities such as mental, physical, social, and sometimes have an emotional delay. These issues are normally found in once the child once he or she is born. As a parent, you are beyond thrilled of the new born blessing, that even if the child is born with a disability, the parent would love on he or she, just as if he or she had no disability. Once a child is born with a disability the parent goes the extra mile and beyond to ensure their child is getting the best help towards the child’s overall development. Children with disabilities cannot be met within the traditional classroom environment. There are special education programs statewide in each school to assist students with disabilities. Majority of the special education programs deals with the child’s cognitive and physical development, and scholastic skills. Children with special needs come from all different types of households. There are some kids who parents get the best help for their child overall development, while they are other parents who send s their child to school and letting the administrative of the school deals with the child. Although these services are free at no expense to the parents, some parents feel it’s the school job to assist their children with placing their child in special education programs. Another reason parents might lack in the child disability problem is because they also have a disability.

There are many issues discussed when it comes to education including testing, school accountability, teacher proficiency, and much more. There are many initiatives, programs, and reforms being implemented to try to improve education outcomes for students. While the school, administration, and teachers are an important part of student education, there is also another vital item needed to encourage and ensure student learning: parent or family involvement in their child’s education.

There is a multitude of different ways to establish a connection with diverse students’ parents and families. Firstly, the teacher must investigate to learn what the parents’ concerns, hopes, and suggestions are concerning their child. This can be accomplished by visiting the homes of the student and establishing group sessions at perhaps a local coffee shop for parents to meet. Secondly, the teacher must keep parents and families involved with the school and community. “Written communication is probably the most efficient and effective way we can provide valuable ongoing correspondence between school