Forum for Working with Parents Lindsay Comment

Both parents and teachers agree that it is critical for teachers to stay current on changes and developments in the law pertaining to parents and children with special needs. Teachers should also make an effort to learn something new about these rights every day in order to forge a long-lasting connection with parents. Increasing their understanding would prevent them from ever being trapped in ignorance and assist them in making wise judgments regarding these kids.

Additionally, only when there is a sense of community between the teachers and the parents can a solid and long-lasting collaboration be built. The parents need to constantly feel that they are well taken care of. It is through this feeling that teachers will earn the trust of the parents regarding their kids. An important tool that can be used in this partnership is communication (Graham-Clay, n.d.). The teachers need to always keep in touch with the parents of these kids. It through communication that teachers can also take up the responsibility of teaching the parents as well as informing them of the improvements or advancements regarding their legal rights of their kids.

There are different avenues that can be used by teachers to reach the parents. Besides one on one or group communication, teachers can use technology to reach the parents in the comfort of their homes. Using technology will be faster and more effective as it will reach many parents at the same time. Some of the channels that can be used include radio announcements, phone calls, video calls or emails. Constant communication ensures that both the teachers and parents are aware of the changes taking place in the lives of the children that they both take care of. When teachers take up the responsibility of initiating communication, the parents will feel more valued and can also initiate communication in case of a misunderstanding (Graham-Clay, n.d.)

References

Graham-Clay, S. Communicating with Parents: Strategies for Teachers (pp. 117-122). Retrieved from www.adi.org/journal/ss05/Graham-Clay.pdf