Hi all!!

I am starting my new career as a teacher of children with special needs in a self-contained 3-5th grade classroom. While I've got lots of experience working with people with disabilities, and had two brothers with learning disorders, I would still like parents' input on what was/is important to them while their child received special education services.

What did you want the teacher to do/not to do? What have your good and bad experiences been? How can I best work with parents to make sure they feel welcomed and valued in their child's educational experience? What are some tangible things that I can do to help engage parent involvement?

Thanks in advance!!

I think the one thing that has annoyed me the most is the lack of supervision when it comes to the other kids and Steven. They will pick on my son to get a reaction out of him, and when he gives it he's the one that gets in trouble. Not to say that he's always innocent in these matters, and not to say that it's OK for him to blow like he does, but it would be nice if his teachers would keep an extra eye on him knowing that other kids do what they do to get him into trouble. I mean, they know he's got issues, and yet he's always the one getting busted even when he's being delebratly prevoked. It's hardly fair.

I hear you. I think I have extra sensitivity to the bullying/teasing thing because I was on the bad end of it for a couple years in elementary school and it was horrible -- so I've already thought about ways to head that off at the pass . . . suggestions are welcome as always.

Thanks!!

The things that have helped our daughter the most are having a teacher who is available after school to talk to, who actively participates in the IEP process and is active with the Special ed teacher to implement accomodations. The last 2 years we had teachers who did not participate, told us our child did not deserve the accomodations, and was not available to give feedback. They would not even fill out the Conners forms provided by the doc until I notified the principal of the situation. I know these things take extra effort, but ALL the kids deserve an education, not just the ones who meet the teacher's definition of a "good" student. Sorry this sounds like a rant...:faint:

No more then my post did. :)

Yeah, good communication if key. Last year I got freaked out because Steven wasn't home on time (it was an early release day), well after running over to the school, searching for him the whole time I find out that if Monday was a holiday, Firday is not an early release day, it's a full day. Apparently the note that got sent home never made it. :faint: :mad: :eyebrow: :eek:

Even weekly progress reports so we know whet's going on is good, since some kids just won't talk.

Vickie,

Was an IEP in place that these teachers were supposed to be helping in implementing? If so what they did was not only WRONG but ILLEGAL. There's a great book by NOLO about IEP rights, due process, making complaints, etc.

I'm trying to figure out ways to make sure that parents can always get a hold of me if they need to. I've heard some great suggestions, like having a web page (for those who like that) to put information on, a daily notebook for comments back to parents so they know there's one place they can check every day for updates.

I'm also going to be trying to work with parents on after-hours conferences so they won't have to take time off of work.

Thanks for all your input!!

The teacher would send home the daily report (part of a positive reinforcement behavior modification plan in the IEP) only sporadically. I had to remind the teacher that this was part of the IEP on several occasions. She seemed to resent the extra work. These daily reports were needed because we could never catch the teacher for an informal chat and she rarely responded to e-mail. She left the classroom 15 minutes before school was out. She had often (to me and other parents) praised her children who would quietly work through anything and she wished the "other" students could be so good.

After the special ed teacher started having homework club 3 times a week, some of the other teachers started offering the same type of activity once a week. When we asked to sign my daughter up for her teacher's homework club (on a day there was no special ed homework club) the teacher told us that she was getting more than enough help and was not invited. Later we had a discussion with the principal and the teacher asked our daughter to participate. By this time our daughter only wanted to go to homework club with the special ed teacher and did not want help from her own teacher. That speaks volumes about the relationship between our daughter and that teacher.

My older daughter's teacher kept a web page through the school which had the daily assignments and other things parents needed to know. This was very helpful.

Some teachers are just pulling time, I think, and don't want to do anything that they perceive as extra.

I just don't one to be one of those!!

Sometimes all a parent wants to hear is recognition of the hard work we put in to raising children who experience the difficulties ours do. A simple compliment along the lines of:

"You have done a fantastic job helping your son/daughter with ...."
"I really admire you for being able to continue putting in the effort you do. I'm seeing that hard work pay off in terms of ......"
"You are a great parent - let me take over the teaching for a while so you can be mum."

Also, don't pressure the parent to make sure the homework is done. Set homework that reflects the individual child's abilities. My son has handwriting difficulties but a creative storytelling imagination. Our homework is for him to write a page of a story one night and the next for him to type it into his Alphasmart. 2 birds - 1 stone : handwriting practice and typing practice (also covers spelling, punctuation and syntax by default).

Did you notice I said "Our homework". Parents like us usually have to closely supervise homework to help keep them on task. :D

Shelley

Also, don't burn yourself out by taking on too much eg webpage, weekly notes etc. Take it easy to start with and gradually build up your communication tools. Take care of yourself and don't start off by doing it all at once. If you do and then find you are having to stay up until midnight just to get the notes and updates done something will give - probably you and then your reputation.

It is fabulous that you are wanting to incorporate so many tools and ideas but take care of yourself. Try not to create a situation where the parents have an expectation of a "Super Teacher" because we tend to gravitate to those teachers who have given that little extra because so many don't and then when Super Teacher stumbles a little (as all people do) our trust can be shaken.

I'm sure you are aware that the parents of children with known learning difficulties are extremely protective. We have been hurt and let down by the education system so many times that that we really take the time to assess the new teacher before giving them our trust. So please don't take it to heart if your new parents question, hover and place unexplained expectations on you. They are just trying ensure the children are in a safe space.

I made the mistake of believing our new teacher was capable of all that she promised and I have been severely let down - my son has been physically and emotionally bullied in her care. I realise though that she does have the very best intentions but she is tired, burnt out and experiencing a great deal of stress external to the classroom. I truely feel for her but I now have to sing and dance to ensure the safety of my son.

Well done for asking these questions - if you can look after yourself and take baby steps until your systems and methodologies are developed, you will be one of the "Super Teachers" without the stress.

Shelley

And take some time for you. We all know how emotionally, and physicaly demanding our special kids are. If you don't refresh yourself you'll get as burned out as anyone else. It's hard for parents, hard for teachers, and hard on the kids. It's great that you don't want to be a teacher just marching tword retirement, but take care to not burn out. :)

Dealing with Emotionally Frustrated/Frustrating Kids (as a Caregiver/Teacher)


http://www.fasdconnections.ca/id22.htm

How you Ask Questions and Give Choices makes a Difference

http://www.fasdconnections.ca/id22.htm

Understanding Inattention and Distractability

http://www.fasdconnections.ca/id22.htm