Using humor to help educators boost communication skills By Kate Parnes
I
n a time when disagreements may occur over presidential politics, one area we all agree on is the importance of qual- ity education to a child’s success. Now, imagine finding out
that your child has special needs that may impact his educational program. You are more vigilant than ever in understanding how to access the appropriate educational supports and programs for your child’s unique needs. This is the world for parents who are new to special educa-
tion. They are instantly navigating a complex system of federal and state laws and regulations with unfamiliar terms, defini- tions and acronyms. Imagine what it must be like for these par- ents when educators do not clearly explain the process and the options in understandable terms.
Creating a culture of collaboration with parents Over the last several years, many school leaders familiar with
the special education system have retired. Oftentimes, their re- placements, through no fault of their own, are unfamiliar with the multiple procedures and mandates – and corresponding ac- ronyms – that are a part of the system of special education. These
Other Developmental Disorders, 15(3).
Katsiyannis, A. & Herbst, M. (2004). “20 ways to minimize litigation in special education.” Intervention in School and Clinic, 40(2).
Mayer, R.C., Davis, J.H. & Schoorman, F. (1995). “An integrative model of organi- zational trust.” Academy of Management Review, 20(3).
No Child Left Behind Act of 2001. Pub. L. No. 101-110 (2002).
Soloman, R.C. & Flores, F. (2001). Building trust in business, politics, relationships, and life. New York: Oxford University Press.
Wellner, L. (2010). The Existence of Trust in the Relationship of Parents and District Administration in the Placement Process of 3-8 Year Old Students with Autism. (Doctoral Dissertation).
same site leaders are essential to creating a culture of collabo- ration, conducting successful special education meetings and strengthening the parent/school relationship. To help public education leaders and special education prac-
titioners in their quest to be effective partners, our firm created a short DVD titled Acronym Soup, which has been successfully used in professional development settings by districts, counties and SELPAs throughout the state. Using humor, this video re- minds everyone of the importance of breaking down acronyms to help build trust between schools and parents of children with special needs. It is accompanied by an acronym tip sheet, which can be customized with your district or school logo and contact information, reproduced and distributed to parents. The video and tip sheet can be accessed at www.fagenfried-
man.com and clicking on Resources, or by calling Brian Padgett at (323) 330-6339.
Kate Parnes is an educational consultant with the law firm of Fagen Fried- man & Fulfrost. A former school administrator and SELPA director, her front-line insights help districts and SELPAs stay in front of legal issues.
Laurie Wellner is director of special education, Perris Union High School District.
March/April 2012 19
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