Thursday, September 11, 2014
Collaborating with Families Initial thoughts
You can see from the assessment that many parents go through a wide range of emotions when they find out their children have a disability. Many emotions akin to that of reactions to a death. Shock and frustration can be very common, many parents often feel helpless in not knowing what to do next or help their child. It's important as a teacher to try to understand that they won't be cooperative all the time that sometimes it's hard to process that their child has special needs. Being there is very important and keeping contact through phone calls and meeting builds rapport with the parents and that is crucial to keep the parents informed about the child and what the parent expects from the teacher.
Helena George
Lorenzo Mauldin's success
I found this video and felt like it related a little to what we were discussing in class today. It's not exactly connected tot the educational part of his success, but it proves that no matter a child's race or background, they still have the ability to succeed. It's definitely a heartwarming story and personally motivated me even more to help every child I teach, in the future, to succeed. :)
http://www.cardchronicle.com/2014/9/10/6133411/lorenzo-mauldin-thrives-despite-humble-beginnings#
http://www.cardchronicle.com/2014/9/10/6133411/lorenzo-mauldin-thrives-despite-humble-beginnings#
Wednesday, September 10, 2014
Collaborating with Families
Teachers need to understand that families who have children with disabilities are dealing with so many emotions. Some feel guilty or embarrassed and they deal with so much at all times. Including taking care of their child, maybe their job and just getting through life. Teachers have to be caring and compassionate for all parents, but especially parents of children with special needs.
Some ways of going about building positive relationships with families is to speak with them as much as possible. Whether it is on the phone, an email, a meeting in the classroom, anything builds that relationship. Families need to know that you care: good or bad news.
Some ways of going about building positive relationships with families is to speak with them as much as possible. Whether it is on the phone, an email, a meeting in the classroom, anything builds that relationship. Families need to know that you care: good or bad news.
Initial Thoughts
I think it is important for teachers to understand that the parents of children with disabilities may have many concerns about their child in the classroom, and I think the best way to create an open environment of discussion about these concerns is to open communication as soon as possible. Developing a good relationship between the parents and the teacher early on is crucial. If they aren't on the same team, it will be the child that suffers.
I think it is important for teachers to understand that the parents of children with disabilities may have many concerns about their child in the classroom, and I think the best way to create an open environment of discussion about these concerns is to open communication as soon as possible. Developing a good relationship between the parents and the teacher early on is crucial. If they aren't on the same team, it will be the child that suffers.
Initial Thoughts
In my opinion all teachers need to be aware of how to handle having a student with a disability in their classroom. The biggest key component to having a child with a disability in the classroom is having a strong relationship with the students parents. I agree that teachers should have frequent parent-teacher conferences in order to maintain an understanding of where that student is academically. Teachers should also be aware that a child's parent knows more about their child then the teacher does and by having a strong communication with a students parent a teacher can get a better understanding of how their child interacts with others and learns in a basic classroom setting.
In my opinion all teachers need to be aware of how to handle having a student with a disability in their classroom. The biggest key component to having a child with a disability in the classroom is having a strong relationship with the students parents. I agree that teachers should have frequent parent-teacher conferences in order to maintain an understanding of where that student is academically. Teachers should also be aware that a child's parent knows more about their child then the teacher does and by having a strong communication with a students parent a teacher can get a better understanding of how their child interacts with others and learns in a basic classroom setting.
Initial Thoughts
1. I feel like most teachers feel intimidated whenever a student with a disability comes into their class; however, a teacher needs to understand that in order to be there and to be the best they can be for that student, they must have an understanding with the parents. By understanding, this means the teacher needs to understand the responsibility they now have along with know all accommodations and needs that the particular student needs. The teacher needs to keep him/herself informed about what they're actually dealing with when it comes to the individual as well.
2. Communication is KEY when it comes to building up a positive relationship with the parents and families of the student. Scheduling meetings face to face, phone calls, or any other form of discussion every so often to discuss and focus on the progress and sometimes the areas that need some help would be some great ways to do so.
2. Communication is KEY when it comes to building up a positive relationship with the parents and families of the student. Scheduling meetings face to face, phone calls, or any other form of discussion every so often to discuss and focus on the progress and sometimes the areas that need some help would be some great ways to do so.
Collaborating with Families
I think teachers need to be informed of all the responsibilites that children with disabilities bring to the classroom. The teacher must work with the child and their family to accommodate their classroom for the student. Families struggle with all of this and a teacher must be respectful of that.
Collaborating with families
Initial thoughts:
1) I think teachers need to understand that there are a lot of responsibilities that come with a child with disabilities. Parent may not always be involved with school because they are involved with other things that child participates in. Also, if the child has siblings, the parents might have to focus on them as well. Also, teachers need to understand the parents emotions.
2) In order to build a positive relationship with families, I think a teacher should be in contact with parents fairly often. I think there should be multiple parent-teacher conferences and other forms of communication. I think that teacher's shouldn't just contact a parent when their child is acting out but also when they accomplish something great, like getting a good grade on a test.
1) I think teachers need to understand that there are a lot of responsibilities that come with a child with disabilities. Parent may not always be involved with school because they are involved with other things that child participates in. Also, if the child has siblings, the parents might have to focus on them as well. Also, teachers need to understand the parents emotions.
2) In order to build a positive relationship with families, I think a teacher should be in contact with parents fairly often. I think there should be multiple parent-teacher conferences and other forms of communication. I think that teacher's shouldn't just contact a parent when their child is acting out but also when they accomplish something great, like getting a good grade on a test.
I believe that many teachers don't know exactly how to handle families with disable children very well sometimes. I think that it would help some teachers to look at ways to make these families feel more comfortable in the school system and truly show them that there child's needs are just as important as all of the other children in the school. I believe that teachers and faculty members in schools should be more compassionate for these families and really go out of their way to show that they care and are willing to help their child in whatever ways necessary. Teachers should also be aware that these families are probably going through a lot in not only their child's education but also in their personal lives as well. I think many parents would like for their child's teachers to set up meetings to show their child's progress and show what they have improved on instead of what the child is behind on.
Collaborating with Families
Teachers need to understand that sending their students off with disabilities may be hard and emotional. Also they can be more informed about the disabilities that their student may have. I still think it is important that teachers keep the families deeply involved with everything going on at school.
Some ways to build positive relationships with families would be to schedule meetings to discuss how things are going and send home notes to the parents.
Some ways to build positive relationships with families would be to schedule meetings to discuss how things are going and send home notes to the parents.
Tuesday, September 9, 2014
IRIS Collaborating with Families
I just wanted to share Anne Henderson's comment about a "family friendly school":
"I do want to emphasize the points about how important it is to make sure everybody in the school community feels welcome and involved. I sometimes worry when we’re sitting down and looking at school data and we say, well, these certain kids aren’t doing well. We really have to raise their achievement so let’s work with their parents, when the school as a whole isn’t working with parents well. We have to create what I would call a family friendly school that really is open and accessible to families, that reaches out to them, all families, and create a general climate of partnership in the school. And then when we reach out to families whose children are lagging academically or emotionally or behaviorally, or whatever it is, you’re going to have the groundwork all laid to make the steps to have that extra collaboration that’s so needed. It’s the school that sets that tone. If the school is really centered on children and children doing well, then they run much less of a risk of parents being advocates narrowly just for their own children. And everybody in the school community’s going to be more mindful of what’s happening for all children in the school".- Anne T. Henderson
http://iris.peabody.vanderbilt.edu/module/fam/cwrap/cwrap_trans_henderson/#content
I love the idea of creating a "family friendly school." Reaching out to all families and creating a partnership so that when a child is lagging in some way the ground work is already laid to start collaborating.
"I do want to emphasize the points about how important it is to make sure everybody in the school community feels welcome and involved. I sometimes worry when we’re sitting down and looking at school data and we say, well, these certain kids aren’t doing well. We really have to raise their achievement so let’s work with their parents, when the school as a whole isn’t working with parents well. We have to create what I would call a family friendly school that really is open and accessible to families, that reaches out to them, all families, and create a general climate of partnership in the school. And then when we reach out to families whose children are lagging academically or emotionally or behaviorally, or whatever it is, you’re going to have the groundwork all laid to make the steps to have that extra collaboration that’s so needed. It’s the school that sets that tone. If the school is really centered on children and children doing well, then they run much less of a risk of parents being advocates narrowly just for their own children. And everybody in the school community’s going to be more mindful of what’s happening for all children in the school".- Anne T. Henderson
http://iris.peabody.vanderbilt.edu/module/fam/cwrap/cwrap_trans_henderson/#content
I love the idea of creating a "family friendly school." Reaching out to all families and creating a partnership so that when a child is lagging in some way the ground work is already laid to start collaborating.
Sunday, September 7, 2014
Observation/Site Visit
This week, September 10, we will discuss the two site visits or field experiences you must have for this class. We will look at the rubric for report you will need to complete which will assist you in knowing what to look for and note when you are observing.
One of your site visit/experiences could be volunteering at the Bluegrass Technology Center. You can visit the website above to get more information about the variety of opportunities that are available. You may wish to go in a pair or small group. Call and ask about setting up how you might be able to arrange this.
THESE DO NOT HAVE TO BE IN CLASSROOMS!
http://www.bluegrass-tech.org/volunteer.html
One of your site visit/experiences could be volunteering at the Bluegrass Technology Center. You can visit the website above to get more information about the variety of opportunities that are available. You may wish to go in a pair or small group. Call and ask about setting up how you might be able to arrange this.
Observation/Site Visits
This week, September 10, we will discuss the two site visits or field experiences you must have for this class. We will look at the rubric for report you will need to complete which will assist you in knowing what to look for and note when you are observing.
One way that you can do this is through the Lexington Parks and Recreation. Ms. Anessa Snowden has experience working with EKU students to get hours at the therapeutic recreation day camps.
She is looking for more volunteers for the fall programs so it is a good possibility that you could assist her and get your hours at the same time. These therapeutic recreation experiences are a wonderful way for you to see children with disabilities as children first and engage in a way that only playing can do.
Here is Ms. Snowden's contact information so you can reach out to her to arrange a time to go and observe or assist with the activities there.
THESE DO NOT HAVE TO BE IN CLASSROOMS!
One way that you can do this is through the Lexington Parks and Recreation. Ms. Anessa Snowden has experience working with EKU students to get hours at the therapeutic recreation day camps.
She is looking for more volunteers for the fall programs so it is a good possibility that you could assist her and get your hours at the same time. These therapeutic recreation experiences are a wonderful way for you to see children with disabilities as children first and engage in a way that only playing can do.
Here is Ms. Snowden's contact information so you can reach out to her to arrange a time to go and observe or assist with the activities there.
Anessa Snowden, BS, CTRS
Senior Adult & Therapeutic Recreation Program Administrator
Lexington-Fayette Urban County Government
Division of Parks and Recreation
545 North Upper Street
Lexington, KY 40508
(859) 288-2928 office
(859) 254-0142 fax
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