Working with and supporting families of special need students
Because families play such a vital role in a student’s education, it is important for educators to develop strong and positive relationships with them. Since a child with a disability usually requires more time and effort than a nondisabled child, families and schools need to work together to ensure the student has the supports needed to be academically successful. School personnel need to consider the challenges and factors that may cause stress for families with special education children.
One way that schools can support families is by helping them understand and accept their student’s disabilities. According to Smith (2016) when parents understand the nature of a particular disability, and accept their child as having this disability, it is much easier for families and school personnel to collaborate in the special education process (p. 210).
One way that schools can support families is by helping them understand and accept their student’s disabilities. According to Smith (2016) when parents understand the nature of a particular disability, and accept their child as having this disability, it is much easier for families and school personnel to collaborate in the special education process (p. 210).
In order to ensure that the IEP services and accommodations are providing a successful educational path for the student, schools and families must continue to collaborate on the student’s progress. It is important to involve parents in the referral and assessment meetings, the IEP meetings, annual review meetings, and meetings related to conflict resolution. Schools can also support families in the development of home-based interventions and learning skills that are being used at school. Involving parents in the special education process can also be extremely helpful for educators since parents know their children better than teachers or school personnel.
Not only is it best practice to provide parents of children with disabilities with supports, it is also a legal requirement of IDEA to involve parents in the special education process (Smith, 2016). IDEA and section 504 provide parents of children with disabilities with a range of legal rights. In addition to receiving consent from parents and communicating the IEP process, schools must also ensure that they are meeting specific legal rights.
Role of the principal in Family involvement
Principals and site administrators play an essential role in creating a positive school culture that invites parents to participate as active partners in the special education process. Not only should they welcome parents and their involvement in the child’s educational program, but they should also ensure that school staff members maintain the same attitude (Smith, 2016).
additional resources
https://www.supportforfamilies.org/
http://www.parentcenterhub.org/parental-rights/
https://www.cde.ca.gov/sp/se/sr/iepresources.asp
https://www.cde.ca.gov/sp/se/qa/pssummary.asp
https://www.ncld.org/archives/reports-and-studies/idea-parent-guide-2
https://osepideasthatwork.org/federal-resources-stakeholders/tool-kits/tool-kit-teaching-and-assessing-students-disabilities
http://www.parentcenterhub.org/parental-rights/
https://www.cde.ca.gov/sp/se/sr/iepresources.asp
https://www.cde.ca.gov/sp/se/qa/pssummary.asp
https://www.ncld.org/archives/reports-and-studies/idea-parent-guide-2
https://osepideasthatwork.org/federal-resources-stakeholders/tool-kits/tool-kit-teaching-and-assessing-students-disabilities
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References
Parents' Rights. (2017, January 11). California Department of Education (CDE). Retrieved February 07, 2018, from https://www.cde.ca.gov/sp/se/qa/pssummary.asp
Smith, T. E. (2016). Serving students with special needs: a practical guide for administrators. New York: Routledge.
Smith, T. E. (2016). Serving students with special needs: a practical guide for administrators. New York: Routledge.