Chapter 3 and 4

Communication

Collaborating with Professionals and Paraprofessionals Collaboration: The process by which

people with different areas of expertise work together to identify needs and problems and then find ways to meet those needs and solve those problems.

Successful Collaboration Mutual Goals Diverse expertise Sharing expertise, developing other team

members Equality across team Consensus Shared responsibility and accountability

Successful Collaboration Planned Enjoyed Respectful Reflective Growth Opportunities

Collaborative Partners Special Educators Regular Educators OT, PT, SL, etc. Administrators School Psychologists Nurse Outside supports, wrap around

Types of Collaboration Multidisciplinary – work alone, then come

together Interdisciplinary – plan together, but work

alone Transdisciplinary – coordinated services

across all disciplines Collaborative – each team member

incorporates the other team members’ expertise

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Effective Collaboration Facilitator Format Goal Setting Conflict Resolution

Collaborating with Paraprofessionals 75% of teachers report supervising one or

more para. Limited training, but this is changing with

NCLB. Roles of Para educators. Supervising: clear job description, weekly

meetings, regular feedback, training, training, training.

Consider alternatives to paraprofessionals.

Chapter 4 Parent involvement

Establishing a partnership Parent expectations may vary based on child's

age and degree of disability. Understanding their expectations will aid the communication process.

Typically parent want more communication Parents expect to participate in the IEP and other

school related activities.

Cultural differences may alter the collaboration parents are open to. Ethnic diversity

Who makes family decision? Use formal a language until you can confirm the family

communication style. Child care issues or preferences. Ask questions, use other teachers as resources such as

the ELL teacher. Economically diverse populations

Consider each situation form multiple perspectives.

Parent Communication Written vs. verbal Email communication District policies on communication

Supporting Parents of Children w/Severe disabilities Be aware of family transitions Guilt Smaller events, may play a larger role in

already overtaxed family. Refer, connect and teach families. Teaching skills at school, that can support

parent at home (homework routine, personal care, manners, etc.)