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Effective Collaboration

Collaboration between parents and teachers is critical for assisting students with disabilities to reach their full potential. When a parent is also a teacher, they provide deeper understanding of their child's needs. The stories of three parent-teacher educators point to key areas where parents and educators can work together, such as considering social-emotional needs beyond elementary school and prioritizing students' needs over labels. Educators should become more aware of students unable to express their needs and provide appropriate support. Improving collaboration, adaptability, and research-based practices can enhance education and develop high-quality human resources.

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Kanika Bhaskar
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70 views1 page

Effective Collaboration

Collaboration between parents and teachers is critical for assisting students with disabilities to reach their full potential. When a parent is also a teacher, they provide deeper understanding of their child's needs. The stories of three parent-teacher educators point to key areas where parents and educators can work together, such as considering social-emotional needs beyond elementary school and prioritizing students' needs over labels. Educators should become more aware of students unable to express their needs and provide appropriate support. Improving collaboration, adaptability, and research-based practices can enhance education and develop high-quality human resources.

Uploaded by

Kanika Bhaskar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Effective Collaboration between Parents And Teachers For Special Education

Collaboration between parents and teachers is an important aspect when it comes to a


children’s education but when we talk about special education the need for this collaboration
becomes of utmost importance and critical for assisting students with disabilities. However,
such relationships frequently fall short, parents are often not satisfied with how their children
are not taught according to their needs and teachers say that they are not well prepared to
engage with families. The individualized education program (IEP) process seeks that a
student attains his or her full potential with the active participation of parents and teachers.
Understanding these students' particular problems and needs must be the top priority in
offering the best education possible. When a parent of a special needs kid also becomes a
teacher, they are able to provide a deeper understanding of their child's requirements, and if
their insights are skillfully exploited, the parent-school relationship can substantially
improve. 
The following study includes three cases of parents who are also teachers of students
with disabilities; Each parent-story educator points to some key areas of awareness and
understanding where parents and educators can find common ground to advocate for the
needs of students with associated learning and behavioral difficulties. Some students with
social-emotional difficulties may require continued support and accommodations beyond
elementary school. Educators cannot expect these students to gain a certain level of
understanding and skills on the basis of their grades and age. So, they should carefully
consider when it is appropriate to discontinue supports. In some cases addressing unnoticed
internalizing behaviors is critical. Behavior and learning-related challenges do not often
appear in displays of physical violence or outbursts. Kids can experience melancholy, social
withdrawal, selective mutism, and other anxiety-related disorders as a result of their
internalizing tendencies. For these students, teachers have to go the extra mile and try to form
a personal connection so they can facilitate better communication and be able to respond to
their needs. In other cases, needs-based decision-making should be prioritized over services
based on an eligibility category. Special education services are typically assigned in school
settings based on a label. Rather than just labeling the kid educators must consider the
requirements of children first by using a needs-based decision-making method.
There are many additional issues that need to be pushed for, but the ones we've
covered here are the most frequent and can be easily recognized even by outsiders. I have
personally seen students who are unable to express their needs, and teachers who willfully
choose to ignore them. Just because they are unable to express their needs does not mean they
do not exist. Educators should become more aware of these students and provide for their
specific needs. Education is one of the things that contribute to the nation's progress.
Education may show a country's progress, whether forward or backward because it is a
process that ensures the country has high-quality human resources. The quality of human
resources is important since it can help with the implementation of educational goals. In the
future, I'd like to focus on increasing students', parents', and teachers' adaptive, collaborative,
and research-based involvement in the learning process, as these are the most important parts
of improving human resources.

Reference
Haley, K., & Allsopp, D. (2019). Advocating for students with learning and behavior
challenges: Insights from teachers who are also parents. Preventing School Failure:
Alternative Education for Children and Youth, 63(1), 24-31.

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