tial for persuasive communication, creating change and organic growth. When parents are provided the opportunity to share their authentic experiences of loss and discovery, trustful relations can be advanced. Districts can improve relations by using
inventive and less threatening means of communication. This might include meet- ing with parents outside of formal meetings with fewer professional personnel present,
or even sharing information prior to sched- uled appointments. Used proactively, these tools can be a
means of building expertise within the team. Positive trust within teams has been linked to constructive team performance, essential to productive IEP team meetings.
nTrust in problem solving Decision-making is the heart of great
leadership, and often in special education this process can be perplexing. It is ongoing and cyclical in nature and requires prepara- tion and skill. Working harmoniously with teams to elicit efficient, student-centered agreements between parents of a student with a disability and the educational pro- fessionals results in overall success for the student. Making constructive use of differing
perspectives and cooperative planning of next steps can be useful in moving from distrust to industrious and meaningful partnerships. Exploring team members’ differences of opinion can provide a sense of inclusiveness for the parents, making them feel less intimidated and more a part of the decision-making process. The success of a team relies on the lead-
er’s ability to encourage and generate open sharing of sensitive information, establish a clear purpose, and facilitate equal roles during the problem-solving phases. The op- portunities for improved team performance can prevent parents from feeling as though they require legal representation in order for their needs to be met.
Educate, not litigate Special education has always been a law-
driven field, often viewed as a world within its own. It is fraught with various timelines, forms, tests, expenditures, limitations, complicated procedures and various per- sonnel that can be foreign to parents and educators alike. We need to educate, not litigate. Pur-
poseful trust actions with parents of stu- dents with disabilities can reduce the num- ber of due process cases and complaints, and instead build bridges with our families. We can begin to overcome the negative climate currently at play in the field of special edu- cation. Effective and long-lasting partner- ships necessitate a new approach, mindset, and level of consideration in order to foster trusting relationships. n
References
Feinberg, E. & Vacca, J. (2000). “The drama and trauma of creating policies on au- tism: Critical issues to consider in the new millennium.” Focus on Autism and
18 Leadership
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40