1. FACTORS AFFECTING COMMUNICATION
► Credibility
► Timing
Effective Communication ► Preparation
► Emotions
Special Education Services
Aimee Gilman
► Overuse
Communication: Verbal Communication
A Two-way Experience ► Classroom Visit, Parent/Teacher
Conference,
► Typesof communication
and the IEP/MFE Meeting
Verbal
Tone of voice
►In person-classroom visits,
meetings, conferences, phone ►Active v passive voice
►Nonverbal Use of proper terms
►Written ►“Buzz Words” (FAPE, meaningful
participation, specific and
►Silence
measurable, measurable progress,
data)
Verbal Communication Verbal Communication
Do not raise your voice If you wish to speak directly with teacher/staff
(outside the IEP/MFE meeting) arrange a time
Avoid interruptions and “talking over” to that is mutually convenient to both of you.
other team members Be prepared with your list of questions
If you feel they aren’t listening- or are Don’t “overstay your welcome”
Schedule another time if you have additional concerns.
interrupting you, speak up
Stroking- let people know when they are
doing a good job
Never threaten to sue
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2. Verbal Communication at Parent-Teacher/Therapist
IEP/MFE Meeting Communication
► How do you control the agenda Never be aggressive or accusatory
► “Before we move on, I want to talk about Don’t expect long, expansive
___________.” communications
►Refocus team on child’s needs; “Let’s go back
for a minute to the present levels” Don’t show up uninvited
►Asking questions; “I want to ask Mrs. X, the Keep unscheduled communications brief
speech therapist, about …”
Include positives
►“I need some time to review this”
It’s O.K. to ask a question, in fact Non-Verbal Communication at the
IEP/MFE Meeting
ask several… Attitude
► Approach all meetings with a positive attitude (even if
► Ask Questions you need to fake it)
When you don’t understand Appearance of Preparation
► Your documents are easily accessible
When you disagree ► You have your “resource books” on the table and
accessible
To assure you are heard Body Language
Reasonableness of parent expectations as to ► Facial Expressions
nature and amount of communication ► Body Language
Leaning toward speaker
Arms not crossed
Nodding or making eye contact with speaker
Physical Appearance
► Appropriately Dressed
Written Communication
Written Communication
with SD Staff
► When you MUST use it ► Letters to teacher are first line
Evaluation requests ► If things are not going well, Director of Spec
IEP meeting requests Ed is your next contact
In response to a letter you received regarding ► Use cc: judiciously-don’t blanket SD with
your child’s substantive program your letters
If concerns are not being addressed ► Pick your battles-if its really important or
concerning you should consider sending a
letter
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3. Evaluation Requests IEP Team Meeting Request
► Include your Parental Consent-so there is no ► Be clear on what you want to be the scope of
question as to the date of the request the meeting
► Describe what you believe to be the Scope of the
progress, change services, update on student
needs
Evaluation
► Be clear on your availability
► Note times you are available to participate in
determining the scope of the evaluation ► Request you receive in advance any
documents prepared by staff which will be
ALWAYS KEEP A PAPER COPY OF ALL DOCMENTS
presented at the meeting
► Identify any person not on the IEP team that
you would like to attend-including your
advocate or friend.
► ALWAYS KEEP A PAPER COPY OF ALL DOCMENTS
A Few Extras Consider bringing a friend to
► If you don’t agree with the meeting summary
communicate for you
prepared by SD-draft your version-without
accusatory language-send it to SD with a ►If they are more articulate – but be sure
letter stating you want it attached to the SD’s they are appropriate and are well versed
meeting summary for the record. on the matters at hand.
► If you receive a letter from the SD which
appears to be taking a hard line, don’t ►If they make you feel more empowered
respond in the same way-send a well crafted
letter which makes you the “bigger person”
► Only put in writing what you want a
hearing officer or a judge or the
prosecutor to see – writings are forever
BEWARE
The “Over Zealous” Parent Beth’s Basic Reminders
or Advocate
► Keep copies of all documents received-note
► The SD doesn’t have to put up with with the date received
disrespectful, rude, inconsiderate or
threatening behavior (neither do ► Put it all in a notebook in chronological
parents and guardians) done in the order for easy reference
name of advocacy.This type of behavior ► If you provide SD with a copy of private
is self defeating and will almost always
have an adverse effect on the process. evaluation or therapy notes-be sure to note
that on your original
► There is more value to a cooperative
meeting then one where everyone
leaves upset.
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4. Communication Basics Communication Basics
► THE DO’S ► THE DON’TS
Ask questions if you don’t understand NO PROFANITY
Keep emotions under control NO THREATS
“Keep your distance” NO DISRESPECT
Be respectful-treat them the way you would like
to be treated and maybe it will catch on!
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