Issue Five - Parents want increased levels of school-home communication
What does the research say?The importance of positive family-school relationships for students with autism is well supported by research. It has been linked to improved academic performance, and decreased discipline problems (Heward, 2013; Walther-Thomas, Korinek, McLaughlin, & Toler Williams, 2000). From both an ethical and legal perspective effective collaboration and communication skills are imperative if a teacher is to contribute to developing, implementing, and evaluating fully inclusive programs that support students with disability (O’Shea, Algozzine, Hammittee, & O’Shea, 2000; Shapely & Case, 2004; Westling & Fox, 2009). Effective communication is also an essential component in a parent-teacher relationship especially in a context where the teacher is striving to establish positive partnerships with a parent to support a student with autism (Stanley, Beamish, & Bryer, 2005). Research has shown that one of the most significant and enduring benefits of autism interventions are seen when parents are involved in the child’s education (Stanley, Beamish, & Bryer, 2005; Westling & Fox, 2009). Parent/carers and family members are a valuable resource for teachers because they provide important information related to how their child handles different situations and tasks, and what works well to help their child cope in various settings (Stanley, Beamish, & Bryer, 2005). Likewise, a child's teacher is a valuable source of information for a parent because they can provide insight about successes the child had that day as well as thing that did not go well. When a child with autism is in a mainstream educational setting, it is usually the child’s classroom teacher that is the primary link between the school, other professionals and the child’s family (Westling & Fox, 2009). Therefore, establishing rapport and trust with them through open lines of communication is extremely important.
|
How does the issue affect Christopher?
|
Suggested strategy to assist issue - Daily email to parents
When supporting students with autism, according to Westling and Fox (2009), communication between the student's home and school can have a significant impact on the child's educational outcomes, the on-going development of skills and on the relationship between parents and the school. Stanley, Beamish, and Bryer (2005) suggest daily communication to parents, such as a daily report or written notebook, is an extremely effective way for the teacher to provide details of what went well for the student that day and what things could have gone better. When teachers and parents share knowledge that identifies and builds upon the needs, abilities, and learning styles of a student with autism, ultimately leads to more meaningful individual education plans (Stanley, Beamish, & Bryer, 2005). Although the teacher is not in control of how or if the parents use this information and even if they don't respond, the parents will at least have the opportunity to do so, and a useful line of communication is kept open between the teacher and parents. It is crucial a teacher supports the at home goals of a student with autism by sharing information on a daily basis so the parents can better understand what has happened in their child's day at school. Knowledge of this information can influence how the parents interacts with their child on issues from communication to medical problems (Westling & Fox, 2009).
In collaboration with Christopher's parents and the other stakeholders at the school, it was decided that a daily email from the classroom teacher was the best strategy to overcome this issue. It should be noted that teachers need to be highly sensitive to two aspects of their communications with families, whether written or technology-based. First, parents need to be consulted to help determine the forms of communication if there is to be meaningful commitment to and engagement in the process. Second, teachers need to be culturally sensitive and adjust their forms of communication to fit cultural patterns and socioeconomic realities (Westling & Fox, 2009).
The daily email to Christopher's parents will contain the following -
In collaboration with Christopher's parents and the other stakeholders at the school, it was decided that a daily email from the classroom teacher was the best strategy to overcome this issue. It should be noted that teachers need to be highly sensitive to two aspects of their communications with families, whether written or technology-based. First, parents need to be consulted to help determine the forms of communication if there is to be meaningful commitment to and engagement in the process. Second, teachers need to be culturally sensitive and adjust their forms of communication to fit cultural patterns and socioeconomic realities (Westling & Fox, 2009).
The daily email to Christopher's parents will contain the following -
- A copy of Christopher's daily visual schedule. One of the benefits of using a print out of the daily visual schedule is that it uses picture symbols as well as written words which can be used to assist Christopher associate meaning to words.
- The teacher can also include a few notes about: which activities Christopher participated in during the day, new or improved demonstration of skills, socialization with peers, songs, stories, videos, and thematic units of work.
- This strategy provides the requested information to Christopher’s parents such as, his behaviour and what he enjoyed doing the most, which they can then use as a prompt to increase his conversational behaviour.
email_to_parents.docx | |
File Size: | 14 kb |
File Type: | docx |
Source - Stanley, Beamish, and Bryer (2005)