1. Generate a list of at least five strategies for collaboration between the special education teacher and
a parent/guardian from a different culture. Explain how these strategies will enhance the child's
ability to learn.
1. Be confident and “interact with family members as though you view them as competent
individuals who care about the educational well-being of their children.” (Voltz, 1999).
This will enhance the child’s ability to learn because it shows that you believe in THEIR
family unit as capable and interested in assisting in the learning process.
2. Communicate with “families” and not just “parents” as the extended family may be the
main caregivers and you do not want to “lead to the exclusion of persons who would
prove helpful in building effective home-school ties” (Voltz, 1999). This will enhance the
child’s ability to learn because the best people to be involved in their learning will be
contacted and included instead of mistakenly excluded.
3. Try to have families explain their perception of the role of school and what their thoughts
are as far as the acceptable behavior of their child. Voltz infers that if you know the
families perceptions in these areas, you will have more success. For example, in some
cultures, acceptable behavior is NOT looking at the person talking to you as a sign of
respect and you need to be aware of this so you do not request that the child look at you
while you’re speaking. This will enhance the child’s ability to learn because their behavior
will not impede their learning if said behavior is acknowledged as okay.
4. Have effective communication. Perras (2016) states that sometimes we are not
communicating effectively and the result is “conversations are disconnected because the
teacher is using language that is specific to the field of special education, and may be
unfamiliar to the parent”. This will enhance the child’s ability to learn because then the
parents will know what exactly what the teacher is talking about and the two parties will
understand and work together in a cooperative fashion.
5. “Invite parentstospendtime inthe settingsothattheycan joininwithactivitiesandlearn
aboutwhat theirchildrendo”(Building Partnerships, page 5). This will enhance the child’s
ability to learn because their families will see, first hand, what is expected and how they
are alike and different from their typical peers. Goal setting will be easier and the child
will feel important that their family “joined” the class.
2. References
Building Partnerships between Parents and Practitioners. Aistear: The Early Childhood Curriculum
Framework. Retrieved from:
http://www.ncca.biz/Aistear/pdfs/Guidelines_ENG/Practitioners_ENG.pdf
Perras, C. (2016. July 6). Effective Parent-Teacher Partnerships: Considerations for Educators.
LD@School. Retrieved from: https://www.ldatschool.ca/effective-parent-teacher-partnerships/
Voltz, D., Morrow, S.H.. (1999, April). Enhancing Collaborative Partnerships with Culturally
Diverse Families. Classroom Leadership, 2(7). Retrieved from:
http://www.ascd.org/publications/classroom-leadership/apr1999/Enhancing-Collaborative-
Partnerships-with-Culturally-Diverse-Families.aspx
