Chapter 1: Getting Started

Creating Partnerships

One of the greatest challenges for many parents and professionals who are working together as members of a student's educational team, is to maintain a sense of mutual respect and partnership. This challenge can arise when members of the team have differing opinions and are unable to reach consensus. It can also happen when one or more members of the team feel that their expertise is not valued.

As a parent, it is natural to want what is best for your child. You'll want to make sure that your child has access to the programs, teachers, and services that address your child's needs appropriately. The school administrators and teachers on the team who are responsible for implementing your child's individual educational plan would also like to be able to provide an appropriate education for each student. The law supports the concept that the team develop a program or plan that meets the student's needs without regard to cost. School personnel are under pressure from their local school boards and local taxpayers to control costs and monitor the resources of the school so that ALL students get what they need.

It's obvious that these circumstances can result in conflict on occasion. The diverse interests and experiences of the team members that, on one hand represent the strength of the team, can also present the greatest challenges. It is part of the "team” dynamic. But the important thing for all team members to remember is that, while disagreement is not necessarily bad, left unresolved it can create a communication gap that damages working relationships.

So how do you work through these differences? How do you make sure that the student's educational needs are met and still maintain a good working relationship with the other members of the team?

Perhaps the best way to partner is to view it as a "work in progress” or a "process” that evolves over time. In most cases, the team will be working together for a period of years. Contact with classroom teachers and therapists will occur daily or weekly as you monitor progress. This is why it is important to develop strategies that help keep the communication open.

In the pages that follow, you will find some strategies for developing good communication skills and for forming partnerships with the members of the team. These were gathered from parents and teachers who have dealt with some of the same struggles you may be facing.

Most of the parents focus on the importance of your educating yourself. You need to know about the process, the laws, where to find the support you need, and prioritize the issues that are most important in the grander scheme of things. You have to learn how to pace yourself so that you are not overwhelmed by the emotional impact and the time it takes to advocate well. We hope you will find this guide helpful.

 

What Has Worked For Me As A Techer... "It is important that communication is established at the beginning of the school year with all parents. Teachers are encouraged to call parents, introduce themselves and speak to parents about their child's needs. Parents can communicate how much contact they want with the teacher during the year. Knowing what parents expect makes the program work more effectively."

 

What Has Worked For Me As A Parent... "I write notes to all my children's teachers and specialists the first week of school. I tell them briefly about my children's strengths and challenges. I make sure to give them my phone numbers so they can reach me at home or work. This is only the beginning of building partnerships. True partnerships happen throughout the year with respectful ongoing communication. Even in difficult times, I comment on what is working and I address issues of concern as clearly as I can without blame. It takes time, energy and commitment for all those involved and most of the time the student benefits."

 

What Has Worked For Me As A Teacher... "I believe that teachers should make every effort to maintain respectful on-going communication with parents. I like parents to feel that they can openly discuss any problems and concerns regarding their child with me. I like to know when my students are dealing with something outside of school that may interfere with their ability to complete school work. I also make every effort to notify parents when their child is falling behind on school work before the student becomes too buried to get out. However, I believe that parent expectations that teachers sent a note or journal entry home on a daily basis places an additional burden on overloaded teachers who are expected to work with 100-300 students daily."