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)

Elim Ly

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 they are 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:

• Provide written information to parents in their language of origin
• Avoid imposing one’s own values that may conflict or be inconsistent with those of other cultures or ethnic groups
• Demonstrate that family/parents are the ultimate decision makers for services and supports for their child
• Adjust allotted time to address issues or concerns that arise
• Validate concerns
• Develop clear action plan for follow-up
• Avoid acting as “expert”

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).

URL:

http://journals.sagepub.com.lopes.idm.oclc.org/doi…

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