Top Notch Tips and Bungled Blips of

Parent-Teacher Communication

Student Attendance

Homework Completion

Perseverance

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Disruption

Negativity

Indifference

It takes a village to raise a child.

African Proverb

Coming together is a beginning;

keeping together is progress; working together is success.

Henry Ford

Begin Communication Early

Who To Meet?

The Principal

Special Education Teacher

Classroom Teacher

Student Information for the Classroom Student Information Sheet for the Classroom

Student’s Name:

Birthday:

Allergies/Health Concerns:

Child’s Special Interests:

Concerns about school:

Parent/Guardian Names:

Preferred phone # for message or contact:

Are you interested or able to use the internet to access

the classroom website:

Yes ___________ No ___________

Be Short and Sweet

Be Patient, but be Persistent

Make An Appointment

…. as a usual practice

Find Out About the School’s Communication Practices, and Use the

Teacher’s Preferred Communication Method

Keep in Mind the Big Picture

I won’t take to heart everything I hear about you, if you don’t take to heart

everything you hear about me.

What to Do About a Problem With Communication

Parental Involvement in Individualized Planning for Children with Special Needs

Information Teachers Collect: 1. Previous Assessments 2. Report Card Grades and Comments 3. Information gained from Observations 4. Selected Work Samples 5. Information provided by Parents 6. Information from other Professionals

Parental Involvement in Individualized Planning for Children with Special Needs

The Role of Parents: 1. Read the IPP 2. Make Changes (if felt necessary) 3. Ask Questions

What to Bring to A Meeting: 1. Your Child’s IPP 2. A List of Questions 3. Your Child’s Report Card 4. A Calendar 5. Paper or Note Pad to Take Notes

Parental Involvement in Individualized Planning for Children with Special Needs

Good Questions to Ask: 1. What teaching strategies are being used to help my child fulfill the learning goals? 2. What support staff are available to help my child reach the goals? 3. What can I do at home to help my child reach the outlined goals? 4. What accommodations are in place for my child to help him or her reach the outlined goals?

Adjusting to a Regular School Setting

How much do we “push” a child to work?

It is normal and OK for children to feel slightly challenged and even mildly frustrated.

Incentives may be needed such as a Happy Face Chart: Mon. Tues. Wed. Thurs. Fri.

9:15-9:30: Arrival 9:30-10:30: Block 1 9:30-11:00: Block 2 11:00-11:10: Snack

Adjusting to a Regular School Setting

Teachers Achieve Success by: 1. Providing a Structured Environment 2. Being Patient 3. Setting Clear Expectations 4. Working Along Side A Student 5. Allowing for Natural Consequences 6. Giving Rewards and Incentives 7. And Most Importantly, BUILDING RELATIONSHIPS

What Does the Behaviour Look Like?

One or More of the Following May Be True for Your Child: Is very quiet in class Appears to blank out Often tunes out Does nothing for several minutes of time Has difficulty getting work finished Takes a long time to respond to a question asked

How To Keep Children Focused and On Task

Use a multi-sensory approach by: 1. Writing down key points so they can see what you are discussing. 2. Using pictures or diagrams to highlight your message. 2. Reading information aloud so they can hear the information. 3. Having students stand and repeat messages they have heard or seen. 4. Teach using concrete materials and providing lots of hands on learning opportunities.

How To Keep Children Focused and On Task

Repeat and Paraphrase Essential Information Prompt students either verbally or physically (e.g., “Let’s start with” or provide a word bank) Use a Strategic Seating Plan Provide a Structured Environment

Helping Children Deal with Anxiety and Frustration

Provide a predictable, structured learning environment

Offer reassurance that they can do it if they give it a good try. It is the teacher ‘s job is to make sure they can.

Ensure the goals in the IPP are obtainable.

Don’t allow their feelings to stop them from achieving. Don’t offer “I’m not going to do it” as a choice.

Teach children that it is always better to do their tasks sooner than later.

Teach that it’s OK to feel frustrated or anxious, but they need to deal with this feeling in a healthy manner.

Ways to Help Alleviate Feelings of Anxiety and Frustration

Squeeze a stress ball

Take a short break by going for a walk around the school, going to the water fountain or the washroom

Read books about frustration and anxiety Do breathing exercises See a trained Student Support Worker or Counselor in the school (if option available) Seek counseling services outside of school

Learned Helplessness

Learned Helplessness is the behaviour of seeking adult support even when it isn’t needed. The child is afraid or does not think he or she can the achieve goals independently.

Children with learned helplessness can either “shut down” or continually seek adult approval and attention… or they may choose both behaviours.

How to Deal with “Learned Helplessness” Set clear, realistic goals

Immediately reinforce and praise any attempts at independent work

Begin with very small goals and gradually increase expectations Gain the child’s trust that you will be there to help when it is needed

Reassure that it is ok to make mistakes

Use a concrete plan if necessary (e.g., 5 popsicle sticks)

What Does Shutting Down Look Like?

A Word About “Shutting Down” “Shutting Down” is not an acceptable option.

I remind students of the other more effective choices they have to cope with a problem: 1) Taking a small break and then trying again. 2) Asking for help. 3) Skipping the section they are struggling with and trying again later.

If a child is unwilling to cooperate and try, then they will need to do it later (the question I ask is not “Do you want to do it?” but rather “When will you do it”?

Reassure, praise and reward “on task” behaviour.

http://www.youtube.com/watch?v=ss2hULhXf04

http://www.youtube.com/watch?v=ss2hULhXf04