Communication Methods
Parents and Families:
Parents are the most knowledgeable individuals about their child. Special education and general education teachers should always keep the parent in mind as a resource and as a necessary component in a student’s education. There are many methods to communicate with parents, but it must always be in a manner that accomplishes the goals of the parent and teacher, which is achieving what is best for the student. There certain methods and strategies for communicating with parents whether in person or through email or phone calls. Aside from the methods and means of communicating, parents should be allowed the opportunity to be actively involved with a student’s education. Thinking about parent involvement, parents do have protected rights under IDEA which should always be followed. Finally, make sure that homework and other activities away from the classroom are properly differentiated and scaffolded.
Communication Guidelines:
When communicating with parents there are principles of effective communication that should be taken into account. “Regular two-way communication with parents is the key operational elements of the family professional partnership. Without open, honest communication between teachers and parents, many of the positive outcomes we have examined cannot be achieved.” (Heward, 2009) In a study on the interactions between parents and professionals, a father made the following comments,
" the first thing is to listen to us... Because you know our kids better than anyone... I think some of these people who have preconceived notions about everything... So if I try to say to them [professionals] something, it'd be LISTEN TO ME.” (Heward, 2009)
The author of the study concluded that,
“Parents want to communication on a daily basis with their son's teacher but they want a quality communication. Parents wanted to be informed of the achievements, but they also want to know of any problems that the teacher had encountered... The parents participants in this study also emphasized their need for frequent, honest, and open communication between home and school. (Stoner, Jones Bock, Thompson, Angell, Heyl, & Crowley, 2005; Heward, 2009)
When interacting with parents, it is important to accept parents’ statements, listen actively, question effectively, encourage, and stay on task. Railroading a parents thoughts, concerns, and inputs not only disempowers the parent, but potentially eliminates a valuable asset in a student’s education. Likewise, wasting time with excessive rhetoric or questioning can keep meetings off track and away from focus. (Heward, 2009)
Communication Methods:
There are several ways to effectively communicate with parents. While written letters are now out-of-date and take too long for effective communication, shorts, regular emails are excellent methods of communicating with parents. Email should be concise and only focus on essential details like how the student is doing in the class, any progress they're making with the curriculum, and if there have been any problems in the classroom. Phone calls can be an alternative if parents are unavailable for email; the same focus and details of the email should be conveyed in a phone call but similarly, phone call should be concise and only regular enough to not be a burden on the family. The most effective means of communicating with a family or parents are through one-on-one, face-to-face meetings. These meetings are difficult to arrange because the most effective communication between teachers and parents should occur at regular intervals. Parents Helping Parents.com has a list of suggestions for how parents can be involved with education and how teachers and administrators can honor those collaborations:
“What can teachers and school administrators do to promote family-professional collaboration and partnerships?
Parent Involvement under IDEA:
As we discussed in the section on disabilities, IDEA clearly states the rights and protections of students and families. Because of this protection parents have an automatic right to be involved with their child's Individualized Education Program or 504 meeting. The IDEA summarizes parent involvement with the following statements:
Homework:
A large portion of student learning, throughout their educational career, happens at home through homework. When looking at accommodations, people focus too quickly on classroom work exclusively when it is important to note the impact of homework on students’ families in the overall achievement of students with disabilities. Accommodations and modifications for homework and scaffolded support systems are just as important for homework as they are with classroom assignments. Teacher should keep several things in mind when assigning, modifying, and looking for parents’ help with homework. Sue Abderholden, Leslie Sparks and Sharman Davis-Barrett describe the impact and role homework plays:
“Generally, when students with disabilities participate in the general education curriculum, they are expected to complete homework along with their peers. But, just as students with disabilities may need instructional accommodations in the classroom, they may also need homework accommodations.”
"Teachers and parents of students with disabilities must communicate clearly and effectively with one another and with students about homework policies, required practices, mutual expectations, student performance on homework, homework completion difficulties, and other homework-related concerns” (Abderholden, Sparks, & Davis-Barrett, 2001)
Abderholden and her colleagues continued to look at homework, asking teachers and parents to describe the problems that they encounter when collaborating. With their research they complied several list of accommodations and modifications that can be used to assist teachers, students and families when homework is concerned. The lists are taken from (Abderholden, Sparks, & Davis-Barrett, 2001)
Preferred Homework Adaptations
Tips For Assigning Homework
Students say teachers can make homework easier by...
What support do families need if they are to ensure a positive homework experience?
Parents are the most knowledgeable individuals about their child. Special education and general education teachers should always keep the parent in mind as a resource and as a necessary component in a student’s education. There are many methods to communicate with parents, but it must always be in a manner that accomplishes the goals of the parent and teacher, which is achieving what is best for the student. There certain methods and strategies for communicating with parents whether in person or through email or phone calls. Aside from the methods and means of communicating, parents should be allowed the opportunity to be actively involved with a student’s education. Thinking about parent involvement, parents do have protected rights under IDEA which should always be followed. Finally, make sure that homework and other activities away from the classroom are properly differentiated and scaffolded.
Communication Guidelines:
When communicating with parents there are principles of effective communication that should be taken into account. “Regular two-way communication with parents is the key operational elements of the family professional partnership. Without open, honest communication between teachers and parents, many of the positive outcomes we have examined cannot be achieved.” (Heward, 2009) In a study on the interactions between parents and professionals, a father made the following comments,
" the first thing is to listen to us... Because you know our kids better than anyone... I think some of these people who have preconceived notions about everything... So if I try to say to them [professionals] something, it'd be LISTEN TO ME.” (Heward, 2009)
The author of the study concluded that,
“Parents want to communication on a daily basis with their son's teacher but they want a quality communication. Parents wanted to be informed of the achievements, but they also want to know of any problems that the teacher had encountered... The parents participants in this study also emphasized their need for frequent, honest, and open communication between home and school. (Stoner, Jones Bock, Thompson, Angell, Heyl, & Crowley, 2005; Heward, 2009)
When interacting with parents, it is important to accept parents’ statements, listen actively, question effectively, encourage, and stay on task. Railroading a parents thoughts, concerns, and inputs not only disempowers the parent, but potentially eliminates a valuable asset in a student’s education. Likewise, wasting time with excessive rhetoric or questioning can keep meetings off track and away from focus. (Heward, 2009)
Communication Methods:
There are several ways to effectively communicate with parents. While written letters are now out-of-date and take too long for effective communication, shorts, regular emails are excellent methods of communicating with parents. Email should be concise and only focus on essential details like how the student is doing in the class, any progress they're making with the curriculum, and if there have been any problems in the classroom. Phone calls can be an alternative if parents are unavailable for email; the same focus and details of the email should be conveyed in a phone call but similarly, phone call should be concise and only regular enough to not be a burden on the family. The most effective means of communicating with a family or parents are through one-on-one, face-to-face meetings. These meetings are difficult to arrange because the most effective communication between teachers and parents should occur at regular intervals. Parents Helping Parents.com has a list of suggestions for how parents can be involved with education and how teachers and administrators can honor those collaborations:
“What can teachers and school administrators do to promote family-professional collaboration and partnerships?
- Recognize that the family is the constant in the child’s life, while the service system and personnel within those systems fluctuates.
- Facilitate parent-professional collaboration at all levels of care and service: care of an individual child/youth program development, implementation and evaluation, and policy formation.
- Honor the racial, ethnic, cultural, and socioeconomic diversity of families.
- Recognize family strengths and individuality and respect different methods of coping.
- Share complete and unbiased information with parents on a continuing basis and in a supportive manner.
- Encourage and facilitate family-to-family support and networking.
- Understand and incorporate the developmental needs of infants, children, and adolescents and their families into the systems.
- Implement comprehensive policies and programs that provide emotional and financial support to meet the needs of families.
- Design accessible education and health care systems that are flexible, culturally competent, and responsive to family identified needs. (Parents Helping Parents, 2007)
Parent Involvement under IDEA:
As we discussed in the section on disabilities, IDEA clearly states the rights and protections of students and families. Because of this protection parents have an automatic right to be involved with their child's Individualized Education Program or 504 meeting. The IDEA summarizes parent involvement with the following statements:
- “Parents have the right to participate in meetings related to the evaluation, identification, and educational placement of their child. (5)
- Parents have the right to participate in meetings related to the provision of a free appropriate public education (FAPE) to their child. (6)
- Parents are entitled to be members of any group that decides whether their child is a “child with a disability” and meets eligibility criteria for special education and related services. (7)
- Parents are entitled to be members of the team that develops, reviews, and revises the individualized education program (IEP) for their child. (8) If neither parent can attend the IEP meeting, the school must use other methods to ensure their participation, including individual or conference calls. (9)
- Parents are entitled to be members of any group that makes placement decisions for their child. (10) If neither parent can attend the meeting where placement is decided, the school must use other methods to ensure their participation, including individual or conference calls, or video conferencing.” (Questions and Answers about IDEA, 2013; P.L. 108-446)
Homework:
A large portion of student learning, throughout their educational career, happens at home through homework. When looking at accommodations, people focus too quickly on classroom work exclusively when it is important to note the impact of homework on students’ families in the overall achievement of students with disabilities. Accommodations and modifications for homework and scaffolded support systems are just as important for homework as they are with classroom assignments. Teacher should keep several things in mind when assigning, modifying, and looking for parents’ help with homework. Sue Abderholden, Leslie Sparks and Sharman Davis-Barrett describe the impact and role homework plays:
“Generally, when students with disabilities participate in the general education curriculum, they are expected to complete homework along with their peers. But, just as students with disabilities may need instructional accommodations in the classroom, they may also need homework accommodations.”
"Teachers and parents of students with disabilities must communicate clearly and effectively with one another and with students about homework policies, required practices, mutual expectations, student performance on homework, homework completion difficulties, and other homework-related concerns” (Abderholden, Sparks, & Davis-Barrett, 2001)
Abderholden and her colleagues continued to look at homework, asking teachers and parents to describe the problems that they encounter when collaborating. With their research they complied several list of accommodations and modifications that can be used to assist teachers, students and families when homework is concerned. The lists are taken from (Abderholden, Sparks, & Davis-Barrett, 2001)
Preferred Homework Adaptations
- Provide additional one-on-one assistance to students.
- Monitor students' homework more closely.
- Allow alternative response formats (e.g., audio taping rather than writing an assignment).
- Adjust the length of the assignment.
- Provide a peer tutor or assign the student to a study group.
- Provide learning tools (e.g., calculators).
Tips For Assigning Homework
- Make sure the students can complete the homework assignment.
- Write the assignment on the chalkboard.
- Explain the assignment clearly.
- Remind students of due dates periodically.
- Assign homework in small units.
- Coordinate with other teachers to prevent homework overload.
- Make sure students and parents have information regarding your policy on missed and late assignments, extra credit, and available adaptations. Establish a set routine at the beginning of the year.
- Provide parents with frequent communication about homework.
- Use written modes of communication (e.g., progress reports, notes, letters, forms)
- Encourage the school administration to provide incentives for teachers to participate in face-to-face meetings (e.g., release time, compensation).
- Suggest that the school district offer after school and/or peer tutoring sessions to give students extra help with homework.
- Share information with other teachers regarding student strengths and needs and necessary accommodations.
Students say teachers can make homework easier by...
- Assigning homework toward the beginning of class.
- Explaining how to do the homework, including providing examples and writing directions on the chalkboard.
- Giving students time to begin the homework in class and checking for understanding and/or providing assistance at that time.
- Assigning homework in small amounts.
- Relating homework to classwork and/or informing students how they will use the content of the homework in real life.
- Checking homework and giving feedback on it to students.
- Establishing a routine at the beginning of the year for how homework will be assigned.
- Allowing students to work together on homework.
What support do families need if they are to ensure a positive homework experience?
- Remember that children need time to enjoy the non-academic aspects of life. Too much homework or homework that is too difficult can take its toll on children and their families, especially since it often takes children with disabilities longer, than their peers to complete assignments.
- Make homework assignments useful. Children need ways to practice their new learnings in the home setting. They do not need busy work.
- Send home required items. It makes it very difficult for families to help their child when they do not have access to the information.
- Provide all materials needed for the assignment. Do not expect families to purchase or locate materials.
- Offer ways for parents to check on homework after hours. Also, provide a way for families to get help with homework.
- Establish consistent routines for students to use in bringing homework home and returning it. Teach the routine to the children and inform families of it.
- Send home assistive technology devices used at school. Tell families about strategies and accommodations that work in the classroom.
- Share resources for helping children with homework (tutoring, after school homework programs