Week 8 Post

I think the top three things that are important when working with parents are knowing their background which includes family life, culture and lifestyle. Providing examples of kids work, and being able to show the students progress throughout the year. Making sure that the parents know about the child's progress also in a social situation etc.

After watching the video (Home School Communication: The Parent Teacher Conference) I realized their is more to a parent teacher conference. One of the main ideas presented in the video was being able to gather information on how the student acts at home, and how they parent perceives them and thinks they are doing in class. Another main point was to inform the parent of the problems the child may be facing either on an educational level or on a social level. Being on the same level and understanding is important in any teacher/parent relationship and for the future and well being of the student.

As stated in chapter 7, it states that working with parents supports communication. When dealing with students who suffer from communication, language and speech disorders it is important that parents are fully involved at school and especially at home. Parents can learn strategies and ways of support they can give.

I think the most challenging aspect of communicating with parents about their students is giving the honest truth. Sometimes parents think their child is perfect and don't like to hear things that need to be improved. It may also be difficult to get your point across with parents who don't play an active role in the child's life.

Students with communication and speech disorders experience difficulties with language and speech which can affect friendships, success in school and self esteem. Communication disorders disrupt the individuals ability to send, receive, and process information.(p 229) Each element of language, phonology, morphology, syntax, semantics and pragmatics is a potential source of language disorders.(p 229) Speech dis orders include problems with articulation and phonological processing, fluency and voice. (p 231)

Video:
Kirk, S., Gallagher, J, Coleman, M., & Anastasiow, N. (2009). Educating Exceptional Children (12th ed.). Kentucky: Cengage Learning. Retrieved October 22, 2009, from http://college.cengage.com/education/kirk/educating/12e/resources/video_cases.html