RELATIONSHIPS WITH PARENTS AND PROFESSIONALS

Bronwen Skinner

Students may come to school with a wide range of disabilities such as hearing impairment, vision impairment, spinal cord injuries, brain injuries, cognitive or learning disability and invisible disabilities. Therefore, as educators it can be extremely difficult to monitor all students and teach them effectively. When dealing with students with a disability, teachers must engage the support and understanding from parents, professionals and the wider community. This support network can include members of the school administration, team teachers, teacher aides, community volunteers, and specialist teaching support such as special education teachers and councillors. These networks can assist teachers in sharing ideas on how to create a flexible curriculum and how to best address students’ individual learning and social needs (Ashman & Elkins, 2009b).

Effective communication and relationships between parents and teachers are essential. Ashman and Elkins (2009b) agree and acknowledge that parents know their children better than anyone, so discussing their child’s learning disability can be extremely valuable. Children benefit when their parents have a strong relationship with the school, and this affiliation provides opportunities for parents to provide background information in relation to their child’s development. Teachers therefore, should seek to maintain open lines of communication with parents and encourage such relationships by holding parent-teacher meetings, keeping parents updated through regular written correspondence, and asking parents to join in classroom activities (Conway, 2001). Parents involved in their child’s learning can keep teachers up to date with any problems at home and can become a partner in their child’s educative process (Ashman & Elkins). This collaboration is extremely important because teachers and parents can then work together sharing information and ideas on every aspect affecting student learning (Queensland Government, 2008).

As declared by Wang & Haertel (n.d.), caring parents and teachers who are united together can strengthen the effects of educational interventions. Active participation of parents of children with diverse abilities, has initiated the formation of disability-specific advocacy groups, which have been crucial in raising awareness and acceptance for the many number of disabilities (Robinson, 2001). The care and support offered by parents combined with the support of teachers’ and schools has facilitated the implementation of parent-tutor schemes, assisted in school funding and support, and enabled concessions for students, such as extra reading and writing time for assessments (Robinson). When the relationship between a parent and a teacher is positive, the resources of the home and school contexts are amplified, providing a greater likelihood of positive outcomes for children. Parents are vital in ensuring that the home environment is stable and well adjusted, so students have the continued support which is crucial for enhanced learning.

Teaching students with disabilities requires effective communication, consultation, and collaboration skills with not only parents and the school, but also with other professionals. Classroom teachers and special education teachers who work together in an inclusive school enable students with a disability to learn in a regular classroom (Ashman & Elkins, 2009b). Teachers should also forge relationships with outside agencies such as social workers, local health care providers, and family counsellors to help provide children with diverse abilities with the best possible learning environment (Wang & Haertel, n.d.). Cowley (2001, p.117) concur and state “a team approach, which includes teachers from the regular classroom, special educators, therapists, other professionals and parents, as appropriate, provides an effective forum for problem-solving and programme implementation”.

Students with diverse abilities are now common throughout today’s schools and forming a close relationship with peers, professionals, and parents is crucial in fulfilling the needs of all students. However, students with diverse abilities require extra support and assistance, and without a strong relationship with these agencies, students with a disability would be greatly disadvantaged. The teacher plays an important role in creating an environment and building relationships conductive to learning that goes beyond the traditional academic duties to include the provision of additional support and care. To create rich, nurturing educational environments in the classroom, teachers must use collaborative and cooperative methods to ensure the inclusion of all students and cater to their educational needs.