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Collaborative Consultation And Parental Involvement
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Collaborative Consultation And Parental Involvement



How to foster collaboration with parents of children with special needs

How to foster collaboration with parents of children with special needs



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    Collaborative Consultation And Parental Involvement Collaborative Consultation And Parental Involvement Presentation Transcript

    • Best Practices for Including Parents Marina Sabatini November 19, 2007
    • In-Service Objectives
      • Provide a rationale for improving parent and community involvement
      • Discuss some of the barriers to effective parental involvement
      • Offer solutions to overcoming these barriers
      • Provide strategies for improving parent and community involvement
      • Present models and best practices for parent involvement
    • The Definition of Collaboration
      • What do you think it is?
    • Collaboration
      • It generally means that two or more people are working together to accomplish a goal.
      • There is more of an emphasis today of collaboration consultation because consultation assumes there is an expert and a novice.
    • Educational Consultant
      • Provides technical assistance
      • Utilizes effective communication skills
      • Coordinates services
    • The Rationale for Increasing Collaboration
      • One area for increased collaboration is at the pre-referral stage. All schools are required to have pre-referral collaboration skills.
        • Child-study teams (focus on the child)
        • Teacher support teams (focus on the teacher)
        • Instructional support (focus on instruction)
        • Parent support teams (focusing on empowering, educating, and involving the parent in the special education process)
    • Overall Goal of Collaboration
      • Recommend interventions designed to help students achieve!
      • Parents are part of the team and therefore, they should be involved in determining interventions.
    • Trends in Collaborative Teams
      • Utilized more at the elementary level
      • Needs to be adapted to fit into the context of secondary school
      • Through collaborative team consultation, the teacher is receiving services so the student can remain in the general education classroom.
      • Through inclusion teaching, both the student and teacher are supported in the general education classroom.
    • Teaching Implications
      • If you are a bilingual / ESL / special education teacher, you are responsible for sharing your expertise on making lessons more easily comprehensible through visual and contextual support.
      • You should assist in changing the professional culture of the school. It should be seen as a norm to have professional collaboration and expected from everyone on the school staff.
      • A school needs to adopt a model and provide learning and practice until collaboration becomes second nature.
    • 9 Steps to Collaborative Consultation
      • Pre-entry : During this phase, the consultant clarifies her educational philosophy and orientation towards the process and discuss the relationship between the parties involved. Likewise, the role of the parent is discussed. At the end of this phase, the ground rules and the roles and responsibilities of each person should be clear.
      • Entry : At this point, establishing good rapport and good communication is important. This is followed by becoming familiar with the overall context of the learning problem being considered. Finally, an agreement is reached regarding the next steps to be taken in an attempt to solve the problem.
    • 9 Steps to Collaborative Consultation
      • Gathering information : In this stage, the parties agree on what data is needed and how it will be collected. They work together in collecting and sharing this data. This usually involves collecting samples of student work and observing student performance in certain tasks.
      • Defining the problem : At this stage, both parties come into full agreement regarding what they see as the present problem. The problem should be spelled out in behavioral and measurable terms. Complex problems should be broken down into sub-problems beginning with the most complex first.
    • 9 Steps to Collaborative Consultation
      • Determining solutions : Several possible solutions should be considered at this point. The least restrictive solution should be tried first. This means the solution attempted first should be the most straightforward and easiest to implement.
      • Stating objectives : At this stage, it is important to state clear behavioral objectives describing the conditions under which the behavior should occur. Also, the criteria for evaluating the accomplishment of the objective should be included.
    • 9 Steps to Collaborative Consultation
      • Implementing the plan : Both parties must agree to the implementation strategy and the roles that each will play during the implementation stage. It is important to include a timeline in this stage.
      • Evaluating the plan : An objective assessment of the implementation is now conducted. All parties need to determine whether the desired change has occurred, and if so, what variables seem to have been responsible for the desired result or failure.
      • Concluding the consultation : All parties agree that the specified goal has been reached. If not, the process is continued until success is attained.
    • Skills for Collaborative Consultation
      • The ability to distribute leadership
      • Manage controversy
      • Communication without the use of jargon
      • Maintain use of positive non-verbal communication
      • Sensitivity to multicultural issues
      • Summarizing, both verbally and in writing
      • Actively listening with non-verbal acknowledgements
      • Appropriate interview skills
      • Solid knowledge base of assessment techniques, instructional interventions, adaptations to the curriculum, and classroom management skills.
      • Sense of humor
      • Being a risk-taker
      • Tolerating ambiguity
    • Barriers and Challenges to Parental Involvement
      • Time availability
      • Belief system
      • Language / cultural barriers
      • Some parents do not understand the importance of being actively involved
      • Teachers’ perceptions of parents’ abilities and/or the level of concern parents have for their children
      • Parents’ view of the teacher / system as exclusive
    • Changes Needed
      • Eliminating the deficit view that many educators have of parents
      • More staff development on cultural and collaborative issues
      • Increased awareness of cultural diversity in the school community and how this affects home-school relationships
      • More provisions for support, language interpreters, childcare, and transportation
      • Hiring of more parental liaisons
      • More home visits
      • More phone calls to home on a regular basis and discussion of positive aspects of the child
      • More encouragement for parents to participate in school activities
      • Increased encouragement for parents to provide homework assistance
    • Strategies for Parental Involvement
      • Learn more about the strengths of your student’s parents and families
      • Look for ways to incorporate parents in their child’s learning
      • View parents in a positive light
      • Meet with your principal regularly to ensure that all necessary resources are in place for parents
      • Create a bilingual newsletter
      • Find positive things to say to parents about the progress their child is making
      • Note : These are not all encompassing!
    • Stop-Rewind-Play
      • First : Demonstrate a collaborative process that is NOT going well. Use the collaborative consultation skills slide as your guide.
      • Second : Stop! Rewind! Play! Present the same scenario utilizing the needed skills to show their positive impact on the collaboration process.
      • Hoover, J. J., Klingner, J. K., Baca, L. M., & Patton, J. M. (2008). Methods for teaching culturally and linguistically diverse exceptional learners . Upper Saddle River: Pearson Prentice Hall.