Working with Families

The importance of collaborating with families to promote participation in educational decision-making has been identified as one of the key principles of the Individuals with Disabilities Act (IDEA).

IDEA provides for specific rights that enable parents to participate as equal members of the IEP team and to be involved in evaluation, placement, and special education and related service decisions.

Family–professional partnerships have been defined as a relationship in which families (not just parents) and professionals agree to build on each other’s expertise and resources, as appropriate, for the purpose of making and implementing decisions that will directly benefit students and indirectly benefit other family members and professionals. Teachers should respectfully and effectively communicate considering the background, socioeconomic status, language, culture, and priorities of the family, and ensure families are informed about their rights as well as about special education processes.

Related Materials

Co-Teaching Family Engagement Letter & 3 Surveys

Co-Teaching Family Engagement Letter image
The purpose of this resource is to enhance parent engagement in a co-taught classroom. The parent letter and three surveys included in this resource are devised to assist a set of team teachers in building trust and gaining parent/caregiver support in student success in a co-taught class. This resource is informed by current research in family engagement, communication, and the High-Leverage Practices.
Submitted by: 
Nancy Cline

Positive Based Behavior Point Sheet

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This positive beaded behavior point sheet has 2 important elements. Unlike some point sheets that focus on the student's behavior of concern, this point sheet focuses on identifying the positive behavior of the student. For example, if the behavior of concern is disruptive behavior, the student will lose point for exhibiting this behavior, but be recognized for staying in class, not touching others, and maybe work completion. As a student begins to hear positive statements about themselves, they begin to look for more and the behavior of concern decreased. This forces staff to give behavior specific praise to the student...
Submitted by: 
Wayne Downs

Behavior Today 39(2)

Behavior Today logo
DEBH
When David moved to Kansas in 2013 the local chapter of Delta Tau Delta at University of Kansas reached out, needing an advisor. He initially declined, but they lowered the response effort by offering a co-advisor so he accepted, though the co-advisor never materialized. Ultimately a four-year experience full of reinforcement of behaviors (contributions of his time, talent, and treasure), a main focus of his advising was helping the chapter of young men shift from a purely reactive approach to challenging behavior, to a proactive approach that included reinforcing behaviors they wanted to see happen more often in the shelter.
Publish Date: 
April 28, 2022

Dayna Stump

Danya Stump
Danya Stump has been a special education teacher for 27 years, with the majority of those years being in early childhood. She taught an ECSE class for 16 years, and provided early childhood special education services to students in the preschool setting for 7 years. Danya is now the Teacher Consultant/Child Find coordinator for Farmington Public Schools in Michigan. Danya attended Eastern Michigan University, where she received a Bachelor’s degree in special education and a Master’s degree in early childhood education. She is passionate about educating young children and supporting their families during the earliest years of their education journey.
Publish Date: 
March 17, 2022

Related Topics

Co-Teaching
Professional Collaboration
Working with Colleagues

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Preparing to Support Students in a COVID-Impacted Learning Environment
This back-to-school season is unlike any other. Whether you’ll be teaching in-person, virtually, or a combination, supporting your students is more important than ever. In...
Presented By:
Danielle Kovach, Ed.D.
Topics:
Accessing Curriculum
Remote Learning
Progress Monitoring
Working with Families
Inclusion
Instructional Planning
Student Engagement
Universal Design for Learning
Compliance and Ethics
Individualized Education Programs (IEPs)
Paraeducator/Paraprofessional
Anxiety
Classroom Management
Trauma
Mental Health
Poverty, Homelessness, and Insecurities
Positive School Climate
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Working Collaboratively with Diverse Families in the IEP Process
Per the Individuals with Disabilities Education Act (IDEA), families of children with disabilities are equal stakeholders in IEP meetings. With the number of students from...
Presented By:
Catherine Creighton Martin, Ph.D. and Clara Hauth, Ph.D., Marymount University
Topics:
Cultural Diversity
English Language Learners
Linguistic Diversity
Poverty, Homelessness, and Insecurities
Working with Families
Individualized Education Programs (IEPs)
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Determining What Works Best for Students: Taking a Deeper Look at Critical Special Education Issues
This webinar will explore evaluating special education programs using an educational benefit analysis, to examine and determine least restrictive placements and informal dispute resolutions strategies...
Presented By:
Larry Brunson, Brunson Educational Consulting/Bright Star Schools
Topics:
Compliance and Ethics
Inclusion
Multi-Tiered Systems of Support
Progress Monitoring
Working with Families
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The IEP Process: Essential Strategies for Special Education Teachers
The IEP process is full of legal mandates and requirements that cause anxiety for all special education teachers, and can be particularly daunting for new...
Presented By:
Dr. Clara Hauth, Marymount University, and Dr. Catherine Creighton Martin, Fairfax County Public Schools/George Mason University
Topics:
Instructional Planning
Progress Monitoring
Working with Colleagues
Working with Families
Individualized Education Programs (IEPs)
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What Principals Need to Know about Discipline and Students with Disabilities
We all want safe schools, and principals need to keep order-and student with disabilities, including emotional and behavioral disorders, need an education. In this program...
Presented By:
David F. Bateman, Shippensburg University
Topics:
Classroom Management
Compliance and Ethics
Emotional and Behavioral Disorders
Functional Behavioral Assessments
Multi-Tiered Systems of Support
Positive School Climate
Working with Families
Individualized Education Programs (IEPs)
Positive Behavior Interventions and Supports (PBIS)
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