UPC IEP Coach Training - November 09, 2010

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UPC IEP Coach Training - November 09, 2010

  1. 1. November 2010 Rebecca Turley, Volunteer Coordinator
  2. 2. The mission of the Utah Parent Center is to help parents help their children with disabilities to live included, productive lives as members of the community.
  3. 3. • Introductions • Training and Resource Manual • Items to be returned to UPC Staff • Agenda • Rules for the day
  4. 4. • A uniquely/specially trained volunteer through the Utah Parent Center. • Has current knowledge regarding the IEP process, Special Education Rules, and Effective Advocacy Techniques. • Is equipped to attend an IEP or similar meeting at a school or district as an assistant to the parent.
  5. 5. • Complete the IEP Coach Training offered by the UPC and pass the open book completion test. • Attend the IEP Coach Refresher Training when scheduled and participate in ongoing continuing education as offered by the UPC.
  6. 6. • Complete the necessary Intake Forms and Evaluations and submit them to the UPC Volunteer Coordinator with 14 days of the IEP Parent Meeting. • Utilize the UPC staff as needed during the process for educational support, materials and advocacy assistance.
  7. 7. • Attend a minimum of three IEP/Parent meetings or three approved continuing education activities per year to keep IEP Coach status active. • Maintain current IEP knowledge level by reading materials provided by the UPC in the newsletter and as sent by the Volunteer Coordinator.
  8. 8. • Conduct him/herself respectably as outlined by UPC IEP Coach Volunteer Contract. • Actively work to promote a positive, effective partnership between parents, their school and other professionals that serve their child.
  9. 9. • Approximately 62,000 children are on IEPs in Utah. • 200 eligible children are identified each month for early intervention and beyond. • UPC takes more than 1600 calls from parents.
  10. 10. PARENTS AS PARTNERS IN THE IEP PROCESS OVERVIEW Utah Parent Center 2009
  11. 11. Utah Parent Center 2009 Introducing…. Louise Ogden UPC Parent Consultant Phone: 801.272.1051 Email: louiseo@utahparentcenter.org Web: www.utahparentcenter.org Utah Parent Center  2290 East 4500 South  Suite 110 Salt Lake City  Utah  84417-4428
  12. 12. Utah Parent Center 2009 12
  13. 13. 13 1313 Utah Parent Center 2009 Topics Covered During This Workshop IDEA 2004  Free Appropriate Public Education (FAPE)  Appropriate Evaluation  Individualized Education program (IEP)  Least Restrictive Environment (LRE)  Parent/student participation in decision making  Procedural Safeguards.
  14. 14. 14 1414 © Utah Parent Center 2009 SET A GOAL… By the end of the workshop today, identify at least one thing you will do because of what you have learned. 14 GOAL 1:____________________
  15. 15. 15 1515 Utah Parent Center 2009 Free Appropriate Public Education  Beginning no later than the child‟s 3rd birthday  Special education & related services  Public expense and supervision  No cost to parents  Meets the standards of the SEA  Include preschool, elementary, or secondary education  Provided in conformity with the IEP FAPE also applies to suspended or expelled children. Ages 3 through 21
  16. 16. 16 161616 Special Education …is specifically designed instruction at no cost to parents, to meet the unique needs of a child with a disability, including: Utah Parent Center 2009  instruction in the classroom, home, hospital or institution, and in other settings, and  instruction in physical education.
  17. 17. 17 1717 Utah Parent Center 2009 Special Education Process Evaluation Eligibility IEPPlacement Annual Review Referral
  18. 18. 18 Utah Parent Center 2009 EVALUATION
  19. 19. 19 191919 Initial Evaluation A full and individual initial evaluation to determine:  If child is a “child with a disability” under IDEA, and  The Educational needs of the child. The initial evaluation must be completed within 45 school days or parent consent or within State timeline. Utah Parent Center 2009
  20. 20. 20 202020 Special Education Categories Ages 3-21  Mental retardation  Hearing impairment, including deafness  Speech or language impairment  Visual impairment, including blindness  Emotional disturbance  Developmental Delay Utah Parent Center 2009  Orthopedic impairment  Autism  Traumatic Brain Injury  Other health impairment  Specific learning disability  Deafblindness  Multiple disabilities 20 who, because of the disability, needs special education and related services.
  21. 21. Utah Parent Center 2009 ELIGIBILITY
  22. 22. 22 2222 Utah Parent Center 2009 Eligibility A child cannot be determined to have a disability based on the lack of appropriate instruction in reading (including essential components), lack of instruction in math, or limited English proficiency. A team of qualified professionals and the parent determine the need for special education and related services. Parents must be given a copy of the evaluation report and eligibility determination.
  23. 23. 23 2323 Utah Parent Center 2009 Needs Determine IEP Goals Assessed Needs IEP Goals From present levels of academic and functional performance.
  24. 24. Utah Parent Center 2009 DEVELOPING THE IEP
  25. 25. Utah Parent Center 2009 The IEP is your child‟s written Individualized Educational Program that is developed, reviewed and revised in a team meeting. What is an IEP?
  26. 26. 26 2626 Utah Parent Center 2009 Individualized Education Programs  In effect at the start of each school year,  IEP for preschool children ages 3-5,  IEP for school age children ages 5-21,  Initial IEP  Meeting to develop IEP is held within 30 days of determining that child needs services, and  Provide services, as soon as possible after IEP is developed. 26
  27. 27. 27 272727 Members of the IEP Team…  Parents  Student for transition IEP  Special Education Teacher  General Education Teacher(s)  LEA Representative* – Local Education Agency  An individual that can interpret evaluation results, if evaluation is being discussed  Student of any age  Others with knowledge or expertise of the student.  Related service providers. Utah Parent Center 2009 27 Required members include… Others that can be invited include… The LEA representative is qualified to supervise special education, knows about general curriculum and can allocate funds.
  28. 28. Utah Parent Center 2009 28 IEP Development During IEP development, the team shall consider:  The child‟s strengths  The concerns of parents for the child‟s education  Results of initial or most recent evaluation  Academic, developmental and functional needs
  29. 29. 29 Utah Parent Center 2009 Individualized Education Program
  30. 30. Utah Parent Center 2009 IEP Components 30 written statements of… 1. Present levels of academic achievement and functional performance:  How disability affects involvement and progress in the general curriculum  For preschool age children, how disability affects participation in appropriate activities.  For children taking alternate assessments, benchmarks or objectives
  31. 31. Utah Parent Center 2009 IEP Components 31 written statements of… 2. Measurable annual goals, including academic and functional goals to meet:  Needs so the child can be involved and make progress in the general education curriculum  Other educational needs that result from disability
  32. 32. Utah Parent Center 2009 IEP Components 32 written statements of… 3. For children taking alternate assessments, a description of benchmarks or short term objectives.
  33. 33. Utah Parent Center 2009 IEP Components 33 written statements of… 4. How progress will be measured and when reports will be issued, including a description of:  How the student‟s progress toward meeting the annual goals will be measured; and  When periodic reports to the parents on the progress the student is making toward meeting the annual goals will be provided.
  34. 34. Utah Parent Center 2009 IEP Components 34 written statements of… 5. Special education and related services and other supports and services for the child to:  Advance toward annual goals.  Progress in the general curriculum.  Participate in extracurricular and non-academic activities.  Be educated and participate with all children.
  35. 35. Utah Parent Center 2009 IEP Components 35 written statements of… 6. Extent the child will not participate with non-disabled children in regular classes or activities  Least Restrictive Environment – LRE
  36. 36. Utah Parent Center 2009 IEP Components 36 written statements of… 7. Any individual accommodations needed to measure academic achievement and functional performance on state and district- wide assessments.  If the IEP team determines the Utah Alternate Assessment (UAA) is needed, as statement of why:  The child cannot take regular assessment.  The alternate assessment is appropriate.
  37. 37. Utah Parent Center 2009 IEP Components 37 written statements of… 8. Date services and modifications begin and their frequency, location and duration. Tip:
  38. 38. 38 3838 Utah Parent Center 2009 Other Special Considerations  Assessment needs  State & District assessments  Behavior needs (FBA & BIP)  Limited English Proficiency (LEP)  Blind and Visually Impaired  Braille  Communication Needs  Deaf/Hard of Hearing  Assistive Technology  Extended School Year
  39. 39. Utah Parent Center 2009 are components of the IEP and include, „transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education. Related Services…
  40. 40. 40 4040 Utah Parent Center 2009 Related Services include:  Speech-language pathology and audiology  Interpreting services  Psychological services  Physical and occupational therapy  Recreation, including therapeutic recreation  Social work services  School nurse services  Counseling including rehabilitation counseling  Orientation and mobility services  Medical services for diagnostic or evaluation purposes
  41. 41. 41 Utah Parent Center 2009 TRANSITION
  42. 42. 42 4242 Utah Parent Center 2009 Transition IEP Components Components to be included annually, beginning at age 16 or younger as needed. Goals based on age appropriate transition assessments related to:  Training  Education  Employment  Independent Living Skills (when appropriate)  Transition services needed to reach the goal Must be in place on the last IEP before the student’s 16th birthday, for example, the IEP meeting
  43. 43. 43 4343 Utah Parent Center 2009 Transition IEP Components The coordinated set of activities is based on the student’s needs, taking into account the student’s strengths, preferences, and interests and include:  Courses of study;  Employment development;  Community experiences;  Related services;  Other post-school adult living objectives; and  If appropriate, daily living skills and a functional vocational evaluation.
  44. 44. 44 4444 Student Representation  Child must be invited if the purpose is to consider postsecondary goals and transition services.  If child does not attend, the school must ensure that his or her preferences and interests are considered in planning.  Where appropriate, the school must invite participating agency likely to provide or pay for transition service(s). Utah Parent Center 2009
  45. 45. 45 4545 Utah Parent Center 2009  Rights transfer to student at age 18, unless guardianship is awarded.  Any notice required by IDEA must be provided to both the student and the parent(s).  A statement must be included in the IEP not later than one (1) year before the student reaches age 18. Age of Majority
  46. 46. 46 4646 Utah Parent Center 2009 Guardianship  Does not happen automatically  Requires a court order  Names specific powers and duties More information about Guardianships and Trusts can be found under Resources at www.utahparentcenter.org
  47. 47. 47 Utah Parent Center 2009 PLACEMENT
  48. 48. 48 4848 Utah Parent Center 2009 Placement Least Restrictive Environment (LRE) „…To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled.‟
  49. 49. 49 4949 Utah Parent Center 2009 Placement Placement is made by team including parents. Placement is determined annually:  based on the IEP,  as close to home as possible,  same placement as if nondisabled, unless IEP says otherwise, and  consider harmful effects. A child should not be removed from general education based solely on modifications needed.
  50. 50. 50 5050 Utah Parent Center 2009 Placements Include Continuum of alternative placements must include:  regular classes  special classes  special schools  home instruction  instruction in hospitals and institutions Supplementary services are to be provided in conjunction with regular class placement.
  51. 51. 51 Utah Parent Center 2009 PROCEDURAL SAFEGUARDS
  52. 52. Utah Parent Center 200952 Notice is given once per year, except upon:  initial referral or request for evaluation  first occurrence of the filing of a complaint  request by parent. Procedural Safeguards Notice
  53. 53. 53 5353 Some Key Points…  Confidentiality of Information  Discipline  Due Process  State Complaint Procedures More detail on these and other procedures are available in your copy of procedural safeguards! Don’t be afraid to ask for an explanation of your rights!
  54. 54. 54 5454 Written Parental Consent Before:  Initial evaluation or reevaluation, consistent with State law  Initial provision of special education and related services  Written consent is not required for review of existing data as part of evaluation or reevaluation  Consent for evaluation is not an agreement for placement in special education
  55. 55. 55 5555  At public expense, if parents disagree with the agency’s evaluation  If parents request IEE: Agency must initiate a hearing to show that its evaluation is appropriate, or Pay for the IEE  If the public agency shows at a hearing that its evaluation is appropriate, parents may still obtain an IEE, but not at public expense Independent Educational Evaluation ©PACER Center, Inc. 2007
  56. 56. 56 5656 Utah Parent Center 2009 School Records and Meetings  Parents must have the opportunity to examine all education records in their child’s file  Participate in all meetings related to the evaluation, identification, and educational placement and the provision of FAPE for their child
  57. 57. 57 5757 Utah Parent Center 2009 Written Prior Notice Written notice – whenever the public agency proposes or refuses to initiate or change:  identification  evaluation  educational placement  provision of FAPE
  58. 58. 58 5858 Utah Parent Center 2009 Written Prior Notice Content of notice:  proposed or refused action  why action is proposed/refused  where parents may obtain procedural safeguards  who parents can contact about understanding their rights  options considered and rejected  all records used by the district in reaching a decision  factors relevant to proposal/refusal
  59. 59. 59 Utah Parent Center 2009 Problem Solving
  60. 60. When It Just Doesn’t Work Utah Parent Center 2009 60 Tip:  Communicate with your school team.  Follow the chain of command.  Teacher  Principal  LEA  District
  61. 61. 61 6161 Utah Parent Center 2009 Early Dispute Resolution  UPC Parent Consultant  UPC District Consultant  UPC IEP Coach  LEA IEP Facilitator or  State IEP Facilitator Early dispute resolution should always be tried FIRST! Have you tried?
  62. 62. 62 6262 Utah Parent Center 2009 Formal Dispute Resolution Options  Mediation  State Complaint  Due Process Hearing  Resolution Meeting  Civil Action
  63. 63. 63 6363 Utah Parent Center 2009 Mediation  is used to resolve disputes involving a written request for a due process hearing  is voluntary  may not deny or delay parents’ right to a due process hearing  can create a legally binding agreement if parties resolve dispute
  64. 64. 64 6464 State Complaint  an allegation that federal or state law is not being followed  must be filed in writing  must allege a violation that occurred not more than one year prior to the date complaint is received by LEA  must be investigated and resolved within 30 days.  parties must receive written decision
  65. 65. 65 6565 Due Process Hearing  formal process where parties are generally represented by attorneys.  parent or LEA may file a due process complaint on any matter related to the identification, evaluation or educational placement of a child with a disability, or the provision of FAPE  complaint occurred not more than two years ago 65
  66. 66. Utah Parent Center 2009 66 Due Process Hearing Resolution Meeting  once complaint is filed both parties have 30 days to try and resolve issues either through mediation or a resolution meeting  if agreement is not reached or both parties agree in writing to waive resolution meeting and/or mediation, a 45 day timeline will begin for an impartial due process hearing with a hearing officer
  67. 67. 67 Utah Parent Center 2009 IT CAN BE CHANGED! THE IEP IS NOT ETCHED IN STONE…
  68. 68. INFORMED EFFECTIVE PARENTS IEP also stands for….
  69. 69. 69 6969 SHARE YOUR GOAL… Identify one ore more goals that you will do because of what you have learned today. GOAL 1:____________________ GOAL 2:____________________ GOAL 3:____________________
  70. 70. 70 7070 Positive Behavioral Interventions Presented by the Utah Parent
  71. 71. Presented by the Utah Parent Center Positive Behavioral Interventions
  72. 72. Utah Parent Center 201072 Jody Jones Utah Parent Center Parent Consultant Phone: 801-272-1051 Toll-Free: 1-800-468-1160 Email: jodyj@utahparentcenter.org Website: www.utahparentcenter.org Introducing….
  73. 73. Utah Parent Center 201073 SET A GOAL… By the end of the workshop today, identify at least one thing you will do because of what you have learned. GOAL 1:____________________
  74. 74. Question & Discussion PACER Center, Inc 1999 Utah Parent Center 2010 74 What makes it so difficult to handle children with behavior problems?
  75. 75. Problem Behaviors Serve A Function to get something -attention -approval -reward to escape or avoid something -attending school -peers or adults -doing work to control something PACER Center, Inc 1999 Utah Parent Center 2010 75
  76. 76. Behavior is a Communication Non-Purposeful Behavior may result from a physical condition. Clothing Sick Purposeful Behavior may result from an unmet need. Attention Approval Utah Parent Center 201076
  77. 77. Problem Behaviors are Context Related They Arise In Response to Environmental Events  Classroom Environment  Seating  Noise Level  Disruptions  Temperature  Child-specific Conditions  Medication Effects  Allergies/Sickness  Anxiety  Fatigue  Setting Events  Peer Issue  Teacher Interaction  New Person(s)  Instruction/ Curriculum  Work too hard or too easy  Transitions  Directions  Length of Assignment  No Choices PACER Center, Inc 1999 Utah Parent Center 2010 77
  78. 78. unhappy discouraged frustrated concern empathy support encourage help Positive Perspective of Behavior (the child HAS a problem) PACER Center, Inc 1999 Utah Parent Center 2010 78
  79. 79. Consequence Punish Mary Mary hits Ann Reacting to Problem Behavior PACER Center, Inc 1999 Utah Parent Center 2010 79
  80. 80. Consequences Positive Behavior Intervention Mary hits Ann PACER Center, Inc 1999 Utah Parent Center 2010 80
  81. 81. Positive Behavior Supports and Interventions Home and School PACER Center, Inc 1999 Utah Parent Center 2010 81
  82. 82. ABC’s of BEHAVIOR PACER Center, Inc 1999 Utah Parent Center 2010 82 ANTECEDENT: The event, cause or condition that influences behavior BEHAVIOR: What one does CONSEQUENCE: What happens as a result of the behavior
  83. 83. Positive Behavior Interventions  An approach to supporting positive behavior skills;  teach  model  consistently recognize and reward  consistently enforce meaningful consequences PACER Center, Inc 2006 Utah Parent Center 2010 83
  84. 84. Teach Expected Behavior  Begin with simple, broad rules  Clearly state the expectation  Provide examples of appropriate behavior  Provide examples of inappropriate behavior  Re-teach expectations regularly PACER Center, Inc 1999 Utah Parent Center 2010 84
  85. 85. Enforce Logical Consequences Logical consequences should: • Be stated clearly in advance • Be understood • Be enforced consistently • Apply to all in a family PACER Center, Inc 1999 Utah Parent Center 2010 85
  86. 86. Teach or Re-teach Expected Behavior Provide Meaningful Positive Incentives Enforce Meaningful Consequences PACER Center, Inc 1999 Utah Parent Center 2010 86
  87. 87. Functional Behavior Assessment (FuBA) PACER Center, Inc 1999 Utah Parent Center 2010 87
  88. 88. “The IEP team will…. “In the case of a child whose behavior impedes the child's learning or that of others, consider the use of positive behavioral interventions and supports, and other strategies to address that behavior.” IDEA 2004 statute PACER Center, Inc 2006 Utah Parent Center 2010 88
  89. 89. Functional Behavior Assessment A process for collecting data:  To determine the possible cause of problem behaviors  To develop strategies to change the behaviors  To develop a plan that is proactive PACER Center, Inc 1999 Utah Parent Center 2010 89
  90. 90. Functional assessment: when?  When a child does not respond to the interventions used with all students, or  When a child is repeatedly disciplined for behaviors that do not improve, and  It is required when a child is to be removed from his or her educational program beyond 10 days, then The team should request FuBA as part of initial or ongoing evaluation. PACER Center, Inc 1999 Utah Parent Center 2010 90
  91. 91. Behavior Plans  ARE IN WRITING.  Are team developed.  Are based on functional assessment.  Have a manipulation of the antecedents.  Include strategies to strengthen appropriate behaviors.  Include a crisis intervention plan, if needed.  Have general educator input.  Include modifications in the curriculum and/or classroom expectations. Utah PACER Center, Inc 1999 Utah Parent Center 2010 91
  92. 92. Building the IEP  Do the goals address:  academic support?  mental health needs?  behavioral needs?  Does the child need:  an Functional Behavior Assessment?  related services?  a Behavior Intervention Plan (BIP)?  a crisis plan? PACER Center, Inc 1999 Utah Parent Center 2010 92
  93. 93. Something to Consider “Can my child follow the school district and building discipline policy?” PACER Center, Inc 1999 Utah Parent Center 2010 93 The determination must be based on data and if necessary, the IEP team can modify the policy as part of the child’s IEP.
  94. 94. Least Restrictive Behavioral Interventions (LRBI) Utah Parent Center 201094 http://www.schools.utah.gov/sars/manualsguide.htm
  95. 95. Least Restrictive Behavioral Intervention Plan (LRBI)  LRBI are guidelines used district wide which include:  Proactive strategies to define, teach, and support appropriate behaviors  A positive school environment where all children feel safe and can learn LRBI is based on the belief that appropriate behaviors can be taught. PACER Center, Inc 1999 Utah Parent Center 2010 95
  96. 96. Case Study Utah Parent Center 201096
  97. 97. Case Study – Define the Problem BILLY HAS A HARD TIME STAYING IN HIS SEAT DURING MATH… Utah Parent Center 201097
  98. 98. Three Little Words… “Where’s the data?” PACER Center, Inc 1999 Utah Parent Center 2010 98
  99. 99. NOT “Billy is disruptive” USE DATA: Billy is out of his seat an average of 6x per class hour (class average .75). The greatest frequency (9x) is in math and geography, the lowest (2x) is in art. When out of his seat, Billy tries to engage other children in conversation. If ignored, he pokes at or touches them or their belongings. During one observation, Billy was asked by another student to return to his seat; he then threw that student’s papers onto the floor. Case Study - Collect Data 99
  100. 100. Case Study BILLY HAS A HARD TIME STAYING IN HIS SEAT DURING MATH…  Hypothesis:  Math is too hard  Billy does not understand directions  Billy can not read the math book  There are too many problems on a page  Billy is overwhelmed Utah Parent Center 2010100
  101. 101. Case Study Billy stays in his seat more during art…  Hypothesis:  Billy likes art, or is good at art  Billy needs hands-on activities  Billy works well with color Utah Parent Center 2010101
  102. 102. Case Study Billy tries to engage other children in conversation. IF ignored, he pokes at or touches…  Hypothesis:  Billy is bored  Billy wants the teacher’s attention  Billy wants the other children to like him  Billy does not have good problem solving skills Utah Parent Center 2010102
  103. 103. Case Study - Implement Plan Possible Interventions for Billy  Plan to provide more attention  Scheduled activity breaks  Alternate curriculums at learning level  Use additional art work as earned reward for increasing in-seat time  Pair child with another student for social reinforcement  Teach problem solving skills  Other? Utah Parent Center 2010103
  104. 104. Case Study - Evaluate  Review data  Is it working?  Successes  What needs to be changed? Utah Parent Center 2010104
  105. 105. Keep It Positive Repeated punishment does not help children develop appropriate behavior skills Positive behavior supports is a better solution PACER Center, Inc 1999 Utah Parent Center 2010 105
  106. 106. Utah Parent Center 2010106 SHARE YOUR GOAL… Identify one ore more goals that you will do because of what you have learned today. GOAL 1:____________________ GOAL 2:____________________ GOAL 3:____________________
  107. 107. Use them…they work!!!
  108. 108. Making Assertive Statements: “I’m not sure that I agree… I want to talk about…” “I have a problem with… and I would like to explore…” “I feel strongly that… and I would like to brainstorm…” Validating Stated Feelings: “So you feel that…” “I sense you are feeling…” “Is it your feeling…?” Asking Questions: “Can you describe for me what…?” “Can you tell me where…?” “Will you help me understand…?” Clarifying Information: “Let me see if I understand…” “Is it your perception that…?” “Are you saying that…?” Expressing Concerns & Feelings “I concerned about…” “I am worried that…” “I feel good about…” “I am frustrated that…” Sharing Information “Let me tell you about…” “Let me share with you…” © Utah Parent Center108
  109. 109. 109© Utah Parent Center
  110. 110. A SKILLED LISTENER...  Is willing to work at listening.  Listens for content not delivery.  Screens out distractions and maintains focus.  Listens to the complete message.  Listens for the main ideas and interests.  Disregards emotionally charged language or “red flag words”. © Utah Parent Center110
  111. 111. 111© Utah Parent Center
  112. 112. PURPOSE  To let the other person know that you hear him or her and that you hear the emotions also.  To help diffuse intense emotions that block communication. © Utah Parent Center112 LEAD IN PHRASES “So you feel that...” “I sense that you are feeling...” “Is it your feeling that...?” “So …”
  113. 113. 113© Utah Parent Center
  114. 114. PURPOSE:  To check our understanding and gain more information;  To check out the other person’s expectations, concerns or perceptions;  To find out what is being done to help;  To direct the conversation to areas which you feel need attention;  To get information before you give it or before you draw conclusions. 114© Utah Parent Center
  115. 115. © Utah Parent Center115
  116. 116. © Utah Parent Center116 PURPOSE: • To help you understand what is being said; • To slow the conversation down and give you time to process the information; • “It is difficult to treat a thoughtful person thoughtlessly.” • To help you hear what has been said; • To make sure that everyone is understanding the issue in the same way.
  117. 117. © Utah Parent Center117
  118. 118. © Utah Parent Center118 Expressing concerns:  starts with using “I statements”.  is not threatening or blaming.  focuses on how you are thinking rather than making judgments about what the other person may be thinking or feeling. When expressing concerns, try to avoid the use of the word “you”. The word “you” tends to place blame.
  119. 119. © Utah Parent Center119
  120. 120. Sharing the information you have is important! There are many possible solutions to any given problem that may arise...neither party knows all the right answers. © Utah Parent Center120
  121. 121. © Utah Parent Center121
  122. 122. PURPOSE • To clearly and directly express your opinion; • To be used when you disagree or need to express your feelings. Remember: Statements must not reflect aggressiveness or hostility. © Utah Parent Center122
  123. 123. Aggr essi ve An aggressive person discounts others and insists on what he or she wants. The aggressive person teaches others to fear and avoid him or her. Others may feel forced to do what the aggressive person wants, but they often feel angry about doing so and will do only as much as they have to! © Utah Parent Center123
  124. 124. An assertive person clearly states his or her point of view and takes into account what others have to say. Other people generally respect an assertive person. © Utah Parent Center124
  125. 125. The most important trip you may take in life is meeting people halfway. ~Henry Boye~ 125© Utah Parent Center
  126. 126. In the Special Education Arena Presented by the Utah Parent Center

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