Module 3-SEDN 602 (1)

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Apr 3, 2024

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Justina Gaskins SEDN 602 Introduction to Teaching Students with Disabilities (Online) Dr. Barry Edwards McNamara February 25th, 2024 Module 3: Developing Collaborative Partnerships 1. How can Mrs. Jacobs effectively structure parent-teacher conferences and develop home-school communication effectively? 2. Mrs. Jacobs can effectively structure parent-teacher conferences by collaborating to establish communicative partnerships, which will trickle down to developing an effective line for home-school communication. Turnbull et al. (2016) outline four primary goals of the conference: sharing updates on the child's educational development, addressing issues and compromising on solutions, promoting a positive relationship and shared responsibility for the child's academic plan, and sharing knowledge to improve cognition of the child's progress and specific necessities (Bryant et al., 2008, p. 95). One way to foster a positive and joint connection to promote healthy conferences is by, daily or weekly, sending newsletters that share details about events, student achievements, significant dates, and other relevant information. Being mindful and evolving one’s (educator) awareness of cultural and linguistic elements when engaging with families will nurse the development of home-school communication effectively. Creating effective communication channels to structure the conference and develop home-school connections requires dedication and time that may

seem costly but has more significant benefits for all parties involved (students, parents, teachers). Throughout my time as a lead teacher, I agree that parents' responses are often more upbeat and frequent when I send out newsletters or messages about their child’s accomplishment of the day or week; I would convey this to Mrs. Jacobs as a high-reward tactic. Another option I would share with Mrs. Jacobs is knowing the parent's work hours and family dynamics. When I became more flexible to accommodate their schedule, it allowed me to reach more parents, build a positive standing, and understand where their child is academically and what the process for their growth should look like. 3. How can teachers collaborate with paraprofessionals? Why is it essential to collaborate with paraprofessionals? Educators and paraprofessionals can collaborate effectively by comprehensively understanding their roles in the classroom. This involves clearly defining responsibilities, fostering open communication channels, and sharing valuable insights (Bryant et al., 2008). Constructive feedback is essential to this collaboration, promoting continuous improvement in collaborative efforts and interactions. Furthermore, establishing a foundation built on mutual respect and trust is imperative for facilitating a positive impact on the children and families they serve. This collaborative partnership is especially crucial when addressing the diverse needs of students with a range of disabilities, spanning from mild to severe. The intricate nature of these requirements demands a detailed and thoughtful approach to collaboration. The

synergy between educators, paraprofessionals, and families is pivotal in education. This is tasked with addressing the multifaceted needs of students, and as such, their collaborative efforts should be intricate, intentional, and carefully considered. Strengthening these collaborative bonds significantly creates an inclusive and supportive learning environment for all students. My experience with working alongside paraprofessionals was transparent. The paraprofessional and I spoke daily about the children being serviced so that I could create a lesson plan that would also reflect the work the paraprofessional had arranged with the child. By reflecting on the paraprofessional work in my lesson plan, we work together to reinforce studies that benefit the child. It was also necessary to communicate daily because, as a lead teacher, if a parent wants to talk about their child’s progress, I would like to utilize the information only the paraprofessional acquired. 4. What steps do you take if you aren't able to answer a question? When I am answering the Daily Practice Question, I read it twice because, at times, it’s straightforward, and I know the answer I am looking for. However, there are times when I have to do a process of elimination because one question asked about the age groups assessed using the Wechsler Intelligence Scale. I wasn’t aware that this scale is also used to evaluate adults; thus, using the process of elimination didn’t lead me to the correct answer. What I did learn, however, was that I wasn’t being open-minded enough. When answering future Daily Practice Questions, I remember to stay open-minded while using the process of elimination.

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Citations Bryant, D. P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. New York, NY: Pearson Education.

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