“In high-performing systems, teachers are resourced, encouraged, and expected to work with and learn from each other." ~ Andy Hargreavves, Leading Teacher, March 2012
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Nine people sit around the conference table. Classroom teacher, resource teacher, nurse, psychologist, administrator, speech and language therapist, occupational therapist, and two parents. Taking turns, they speak, describing Jesse's many failures. "He has trouble reading and writing. He has failed every math test this year. On the ISTEP he scored in the lowest percentile. He annoys the other students. When I observed him in class he kept leaving the group while the other children were listening to the story. We think it's time to test him for special education."
The parents look shell-shocked. They should. Other than vague comments on Jesse's report card, this is the first time they are told in plain language that their son is having significant problems in school. This is the first time the words "special education" are used. Other than the teacher and principal they do not know any of the people around the table. They don't remember their names or job titles. They do not understand all the terms used in the conversation.
If the parents are well educated they may have access to resources that will help them sort this out when they get home. If they are less educated, if English is not their first language, or if they have had negative experiences in school themselves, they may find themselves struggling to understand what happened and what it means for Jesse. They may not be able to do this. Will they able to advocate for Jesse? Will they understand what they are signing when they give permission for testing? Or will they even give permission for testing?
When I started teaching I was nervous about sharing concerns with families. I was afraid I would be blamed for Emily's lack of progress, or I was exaggerating her struggles. So I wrote vague comments on the report card and I waited. I waited while she fell further behind her classmates. I waited until it was obvious that Emily needed major remediation and support. I finally gathered courage to approach the family. And was met with disbelief, anger, justifiable annoyance that I had waited this long to share my concerns, and confusion over what to do next.
It took a while, but I eventually learned how important it is to start early in the year to build strong relationships with families, especially when a child may need special services at some point. In September it is relatively easy to build good relationships with families. Waiting to build the relationship until it is time to talk about special education is waiting too long. I also learned that teachers must begin documenting all concerns as soon as they arise. It is usually obvious early on if a child is struggling. You should begin assembling a file on that child, using class work, assessments, test scores, and anecdotal notes.
Setting the stage for talking about special education is a gradual process. Dana Buchman, parent of a student with a learning difference, writes that her child's teacher told her that teachers need "...to convey information to them (parents) about their kids... piecemeal and very gingerly. Otherwise, the parents can't quite take it in. They become upset and don't really hear" (59). To begin, arrange an informal conference with the child's parents or guardians. It is important to learn about the family situation and invite all adults responsible for the student, even if parents are not living together. It is disrespectful and unwise to include one parent and not the other, unless you know for a fact the other parent is not involved in the child's life.
This conference is a time to bring up concerns. You can let parents know the student is receiving extra classroom support, modified assignments, or help from aides. It is important to be specific. Not, "Emily has trouble completing her work," but, "After twenty minutes of work, the other students had written at least eight sentences. Emily had only written her name and needed my help to write two sentences." Try to show that with help, the student can be successful. As in all parent-teacher communication, the focus should remain positive and hopeful.
At this time it is useful if teachers get a sense of the parents' perceptions by asking about previous years or what they see at home. The parents' answers will guide the rest of the conversation. Listen for information that may help explain the issues you are seeing. Red flags include siblings who have IEPs, parents who received special education services themselves, or health concerns from an early age. It is understandable if family members voice anger or sadness. This is a time to just listen. Let the parents know you will continue supporting their child and, if appropriate, suggest ways they can help at home. Before concluding the conference, set a timeline to follow up with parents and state what the next steps will be. "We're starting a new math unit next week. Let's wait three weeks and see how she's doing. I'll call you by November 16th and we can talk again."
The next three weeks are important. Teachers will need to pay particular attention to the areas of concern and document even more. This is also a good time to confer with colleagues, including the special education teacher, about possible classroom accommodations. When the time comes for a referral, teachers will need to have tried multiple interventions and be able to prove that the student needs more individualized instruction than can be provided in the general classroom.
When the teacher contacts the parents again, it is time for another conference. This is when you begin to help the parents understand and accept the possibility that their child needs more support than you can provide. Again, more specific examples should be shared. Let parents know you are soliciting advice from other staff members. It is beneficial to mention them by name and position: "I spoke with Ms. Thomas, the resource room teacher. She gave me some helpful activities to use with Emily."
The next step may be a special education referral. However, I want this to be a joint decision between me and the parents. If I have built a solid positive relationship with them and they understand the extent of their child's struggles, this is the moment when the parent will ask what else can be done. Describe your school's procedure for moving forward in language the parents can understand and explain what they can expect through the process. Anderson, Chitwood and Hayden point out that parents "...often feel that schools have built a complex special education maze through which only educators can find the way" (207). It is important to avoid educational jargon. Parents may share their anxiety over a possible change and you can let them know what is realistic to expect.
A parent who trusts the teacher and has been involved in this on-going conversation will rarely hesitate to take this next step. Using these techniques has improved my interactions with parents and resulted in stronger, more mutually supportive and positive relationships. And for the child who will receive these services, it can make all the difference in the world as he and his family begin to navigate a new experience in education.
References
Anderson, Winifred, Stephen Chitwood, and Deidre Hayden. Negotiating the Special Education Maze: A Guide for Parents and Teachers. Bethesda, MD: Woodbine House, 1997.
Buchman, Dana. A Special Education: One Family's Journey Through the Maze of Learning Disabilities. Cambridge, MA: Da Capo Press, 2006.