“An awesome collection of very current best practice suggestions!”
Co-Author, A Guide to Co-Teaching
“This is the way that flesh'n'blood teachers talk to each other.”
Millie Gore, Chair, Special Education Department
Midwestern State University
“The greatest strengths of this book are its practicality and the fact that there is a tremendous need for it out there for teachers with no background in special education who are teaching students with special needs.”
J. David Smith
Author, In Search of Better Angels
Test-drive these research-based strategies in your inclusive classroom!
Bridging the gap between theory and practice, this book focuses on extending academic research to classroom practices that address the problems faced by teachers working with special needs students in inclusive classrooms.
Providing a convenient format that teachers, trainers, and administrators will find appealing, What Successful Teachers Do in Inclusive Classrooms packs 60 research-based strategies into one user-friendly guide that gives teachers the tools and confidence to engage their special needs learners. It masterfully deciphers the latest research and makes it accessible and applicable for day-to-day classroom practice.
Each one of the 60 teaching strategies covers:
A straightforward one-line action statement that encapsulates the “Strategy”; An easy-to-read synthesis of relevant educational, psychological, and sociological studies; Concrete and specific tactics for immediate application in the classroom; Pointers on how to identify and avoid potential pitfalls; Sources for further reading on the research/strategy outlined
This comprehensive guide outlines a full range of research-based methods that can be interwoven and tailored to create the best instructional plan for special learners, focusing on maximizing achievement in today's inclusive classroom.
Chapter 6: Collaborating with Colleagues and Parents
Collaborating with Colleagues and Parents
Make sure you have someone in your life from whom you can get reflective feedback.
Strategy 51: Set a Positive Tone for Parent Conferences and IEP Meetings by Beginning with the Student's Strengths
What the Research Says
According to Rebecca K. Lytle and Judith Bordin (2001), effective IEP teams have the following characteristics: identifiable roles, positive social support, proximity, distinctiveness, fairness, similarity, and effective communication. In their article, these researchers refer to parents as “parent experts,” to denote that each person present at an IEP has an equal and important role (p. 42). Parents are most [Page 108]familiar with the student's medical needs, likes, dislikes, and daily routine while special education and general education teachers are familiar with the academic and social needs of the student in the school setting.