Communicating With Parents of Children With Special Needs: Strategies for Teachers

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Dades bibliogràfiques
Publicat a:	School Community Journal vol. 35, no. 1 (Spring/Summer 2025), p. 35
Autor principal:	Graham-Clay, Susan
Publicat:	Academic Development Institute
Matèries:	United States > US Parent participation Students Collaboration Learning Children with disabilities National Surveys Developmental Disabilities Child Role Enrollment Meetings Individualized Programs Academic Accommodations (Disabilities) Individualized Instruction Faculty Mobility Language Impairments Communication Skills Educational Indicators Special Needs Students Inclusion Computer Mediated Communication Essays Individualized Education Programs Parent Role Parent Associations Communication Strategies Autism Spectrum Disorders Developmental Delays Multiple Disabilities Educational Needs
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Descripció
Resum:	Communicating with parents is a key role for teachers to foster relationships that will support student learning. This essay and discussion article focuses on a range of strategies teachers can use to promote effective communication with parents of children with special needs. The increasing prevalence of students with disabilities in our schools is highlighted as well as training needs relevant to both regular and special education teachers. The importance of understanding the parent experience is discussed, as well as viewing parents of children with disabilities as experts on their child, which complements the professional knowledge and practice of teachers. Specific strategies discussed include building trust with parents and the use of effective communication skills, including a thoughtful approach to the content, mode, and frequency of communication. Strategies to support key interactions with parents during IEP meetings are outlined based on the literature. Finally, opportunities to support communication with parents who are culturally and linguistically diverse and who also have a child with a disability are highlighted, with the goal to reduce barriers and promote parent engagement.
ISSN:	1059-308X
Font:	Psychology Collection