parent and teachers interaction

1. Top Notch Tips
and Bungled Blips of
Parent-Teacher
Communication

3. Student Attendance
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Homework Completion
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Perseverance
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----------------------------------------------------------------Disruption
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Negativity
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Indifference
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4. 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

5. Begin Communication Early
Who To Meet?
The Principal
Special Education Teacher
Classroom Teacher

6. 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 ___________

7. Be Short and Sweet

8. Be Patient, but be Persistent

9. Make An Appointment
…. as a usual practice

10. Find Out About the School’s
Communication Practices, and Use the
Teacher’s Preferred Communication
Method

11. 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.

12. What to Do About a Problem With
Communication

13. Parental Involvement in
Individualized Planning for
Children with Special Needs
Information Teachers Collect:
1.
2.
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6.
Previous Assessments
Report Card Grades and Comments
Information gained from Observations
Selected Work Samples
Information provided by Parents
Information from other Professionals

14. 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

15. 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?

17. 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.
9:15-9:30:
Arrival
9:30-10:30:
Block 1
9:30-11:00:
Block 2
11:00-11:10:
Snack
Tues.
Wed.
Thurs.
Fri.
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18. 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

19. 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

20. 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.

21. 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

22. 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.

23. 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

24. 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.

25. 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)

26. What Does Shutting Down Look Like?

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

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