Answer the following question:
List a minimum of three tips that might help teachers develop a partnership with parents and families of students with ASD. Support your ideas with evidence from the text and readings.
Respond to student discussion board:
(ELIM)
1 posts
Re: Topic 3 DQ 2
Ruble, Dalrymple, and McGrew (2012) give very helpful and
specific tips that can help teachers develop a partnership with
parents and families of students with ASD. Overall, respect and
open communication with parents and families is what will build a
trusting relationship that leads to providing the best support for
students with ASD. Ruble, Dalrymple, and McGrew (2012) reminds us
to empower parents and caregivers because
theyare the lifelong advocates for the student (p. 64). I
teach students with moderate to severe disabilities and can have
students in my class anywhere from 1 - 3 years. Often times, they
make progress at school but I wonder (and honestly worry at times)
if they will continue to receive the best support when they leave.
Empowering parents to be advocates for their child is the best way
to develop a partnership of parents and educator, whether that is
me or someone else. Ruble, Dalrymple, and McGrew (2012) also reminds us to “work
well and communicate clearly with all parents [to] demonstrate
awareness, knowledge, and respect for their input as well as
sensitivity to cultural differences” (p. 64). In addition, the
“Self-Evaluation of Process Skills Necessary for Level III COMPASS
Consultation” lists items as a checklist to assess areas of
strengths and needs in consultation and coaching teachers and
families. I found these useful to consider: Reference: Ruble, L. A., Dalrymple, N. J., and McGrew, J. H. (2012).
Collaborative model for promoting competence and success in
students with ASD(1st ed.)
.Colorado Springs, CO: XanEdu Publishing. (Meagan)
1. Build a relationship with parents before meetings to help
them feel welcome and valued, and contact parents after the meeting
to follow-up with them and make sure that they are comfortable and
understand everything that occurred during the meeting (Cavendish,
Connor, & Rediker, 2017). 2. Use jargon or language that is parent friendly and easy to
understand during the meeting (Cavendish & Connor, 2018). 3. Empower parents and help them to understand their role as an
advocate for their child with a disability, especially those
advocating for individuals who are incapable of advocating for
themselves (Ruble, Dalrymple, & McGrew, 2012). There are so many other ways that we can work to develop
relationships with parents and students. I love to send monthly
newsletters home that have tips, local organizations (Autism
Society of Cumberland County), and other tips for helping parents
and hopefully making things a little easier on them. My parents
know that they can contact me for just about anything and that I
encourage open communication. Building relationships with parents
and students is so important to ensuring that we are able to reach
their goals and meet their needs before, during, and after
meetings. Cavendish, W., & Connor, D. (2018). Toward authentic IEPs
and transition plans: Student, parent, and teacher perspectives.
Learning Disability Quarterly, 41(1), 32-43. Cavendish, W., Connor, D. J., & Rediker, E. (2017). Engaging
students and parents in transition-focused individualized education
programs.
Intervention in School and Clinic, 52(4), 228-235. Ruble, L. A., Dalrymple, N. J., and McGrew, J. H. (2012).
Collaborative model for promoting competence and success in
students with ASD.Colorado Springs, CO: XanEdu Publishing. (Shannon)
Re: Topic 3 DQ 2
s. The development of a partnership between teachers and
parents/families of students with Autism Spectrum Disorder is vital
to providing the student with the best success in school and life.
As a special educator, I place my relationship with the parents
(typically mothers) as a high priority. It is not always easy and
it definitely takes effort and work. The benefits of a team
approach to servicing a student with ASD is worth the effort.
Students with autism tend to have difficulty generalizing skills,
so the relationship between school and home has to work or the
student will not transfer the skills learned in school to their
home environment. The following three tips can help build and
maintain a supportive relationship between parents and
teachers: 1. Communicate before and after an IEP or FBA. The more parents
are involved in planning the greater the chances of implementation
of interventions. Communication needs to include . Progress
reports, IEPs, FBAs, and what is working and what could be improved
(Blair, Cho, Dunlap, and Lee, 2011). 2. Educators and parents should receive training to teach the
importance of effective collaboration, to develop strategies and
identify roles and responsibilities for everyone involved in the
behavioral support plan (Blair, Cho, Dunlap, and Lee, 2011). 3. Use everyday language when communicating with parents.
Special education has a lot of acronyms. It is important to speak
to parents on simple terms and explain the terms being used. Reference: Blair, K. C., Lee, I., Cho, S., & Dunlap, G. (2010).
Positive behavior support through family–school collaboration for
young children with autism.
Topics in Early Childhood Special Education,
31(1), 22-36. doi:10.1177/0271121410377510
Read "Positive Behavior Support Through Family-School
Collaboration for Young Children with Autism," by Blair, Lee, Cho,
and Dunlap, from the
Topics in Early Childhood Special Education(2010).
http://journals.sagepub.com.lopes.idm.oclc.org/doi...
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