Building Parent/Professional Partnership through Communication. Revised

Institution	Ohio Coalition for the Education of Children with Disabilities (OCECD)
Titel	Building Parent/Professional Partnership through Communication. Revised
Quelle	(2022), (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Parent School Relationship; Partnerships in Education; Interaction; Interpersonal Communication; Students with Disabilities; Federal Legislation; Educational Legislation; Equal Education; Eligibility; Parent Role; Emotional Response; Nonverbal Communication; Cultural Influences; Social Influences; Economic Factors; Telecommunications; Letters (Correspondence); Meetings + Suchen Sie Ihr Suchwort? Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Hochschulpartnerschaft; Interaktion; Interpersonale Kommunikation; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bundesrecht; Bildungsrecht; Schulgesetz; Eignung; Parental role; Elternrolle; Emotionales Verhalten; Non-verbal communication; Nonverbale Kommunikation; Cultural influence; Kultureinfluss; Sozialer Einfluss; Ökonomischer Faktor; Telekommunikationstechnik; Brief; Meeting; Tagung
Abstract	Many parents feel intimidated when talking with special education professionals. There is much in our society which encourages us to look at professionals and to accept what they say without question. However, that does not mean you should be intimidated. The discussion is about your child and you know your child better than anyone, giving you the right to help design his/her educational program. Some guidelines for successful interaction with school personnel are: (1) Each time you contact the school, remind yourself ahead of time that you are important and have a right to be involved; (2) Prepare for meetings. Know ahead of time the important points you want to make. Make a list to take with you; (3) If possible, take someone with you who can take notes, can help you make a point, or who will provide moral support; (4) When you do not understand something, ask for clarification; (5) Learn to communicate assertively, rather than passively or aggressively; (6) At meetings, be direct with others. Look at people when you talk to them. Take notes. Sit at the table with the other participants, leaning forward in your chair to show interest, not back in your chair as an observer; (7) If you do not get to say everything you wanted to say, don't be hard on yourself. Assertive communication develops with practice. Congratulate yourself for taking the first steps; (8) Stand up for your rights and those of your child. However, sometimes it is necessary to compromise. For most people, deciding when to compromise can be difficult. Think carefully about your priorities for your child. Which ones are most important? Which are you willing to negotiate? (9) When you have a serious concern, discuss it first with the person directly involved. If that does not produce results, then go to someone with more authority. You will help your own credibility by giving the person involved a chance to make changes before going to a supervisor; and (10) Let the school hear from you when you are pleased with their actions, not just when there is a problem. We all appreciate positive feedback and you will create a "reservoir of good will" which will help you if problems should arise. [For the 2015 revision, see ED585103.] (ERIC).
Anmerkungen	Ohio Coalition for the Education of Children with Disabilities. 165 West Center Street Suite 302, Marion, OH 43302. Tel: 800-374-2806; Fax: 740-383-6421; e-mail: ocecd@gte.net; Web site: http://www.ocecd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01