Interacting Effectively With Families

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Interacting Effectively With Families

• March 1, 2004
• PaTTAN Paraeducator Video Training Series
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Interacting Effectively With Families

• March 1, 2004
• PaTTAN Paraeducator Video Training Series

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Technical Difficulties?

• Please have contact person call IU 11 Trouble
  Number
• (717-899-7143 x133)

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Email Your Questions to

• Para_at_pattan.k12.pa.us

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Local Policy

• Your local districts policies regarding
  paraeducator job descriptions, duties, and
  responsibilities provide the final word!

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Paraeducator Development Plan Menu(to be used in
conjunction with Paraeducators Personal
Development Plan)
Directions This menu is a tool for you to use as
you progress through the Paraeducator Course.
Whenever you come across topics about which you
would like more information, place a checkmark
next to the topic and indicate in the Notes
column any specifics (for example, in 1 indicate
which disability). For each topic checked make an
entry in the Paraeducator Personal Development
Plan.
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Paraeducator Development Plan
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Agenda

• Purpose of Training/Learner
  Outcomes/Definitions
• Role and Importance of Family in Educational
  Process
• Paraeducator Interactions With Parents and
  Families
• Professional and Ethical Practices

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Learner Outcomes

• Explain importance of respect for families and
  their decisions
• Describe paraeducators roles and
  responsibilities when interacting
• with families of students
• with disabilities

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Learner Outcomes (continued)

• List strategies for interacting effectively with
  families.
• Describe the professional and ethical
  responsibilities of paraeducators during
  interactions with students with disabilities
  and their families.

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Importance of Family

• Know the child best.
• Are the only group of adults involved with a
  childs educational program throughout his or her
  entire school career
• Have responsibility for a childs care and
  well-being
• Face the greatest consequences of their childs
  success in school

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Role of the Family

• Informed decision makers in all aspects of
  special education program planning.
• Equal and important team members regarding
  decisions about their childs education.

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Families and Educators Working Together

• Parents can be an educators greatest ally.
• The special education process is complex.
• It is critical to share a focus on instructional
  goals to promote
• the students independence.

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Effective Interactions with Families

• In the Classroom
• Be sure parents know who you are and who the
  teacher is
• Be friendly and professional
• Defer questions about childs education to the
  teacher
• Before sending home-school communication books
  home, have teachers review items written by you

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Effective Interactions with Families

• Before, during, and after school
• Be prepared for questions or discussions outside
  of the school day

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Tools for Challenging Situations

• Anticipate situations
• Collect ideas for what to do or say

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Tools for Challenging Situations

• Situations to anticipate
• Families want information or help.
• Families share information with you.
• Families ask you to do something in the classroom
  that is not consistent with the students written
  plan
• You perceive that families are angry or upset.

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Challenging Situation 1The family asks you
for information about educational progress.

• See Handout 1

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Challenging Situation 2The family wants your
help.

• See Handout 2

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Challenging Situation 3The family shares
personal information with you.

• See Handout 3

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Challenging Situations 4 The family directs
you how to do something related to the childs
educational plan.

• See Handout 4

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Challenging Situation 5Families confront you
with statements expressing dissatisfaction or
anger.

• See Handout 5

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Activity Positive Comments

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Positive Things to Say

• I enjoy working with your child.
• Sam always tries his best.
• We are all proud of his accomplishments.
• Sally is helpful to her
• classmates.
• Jo is always willing to try something new.

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Summary Interacting with Families

• Avoid judgment on opinions
• and decisions of families
• Anticipate situations and consider possible
  responses
• Remove yourself from conflict situations or seek
  help from your partner teacher
• You are an important person in the lives of many
  children.

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Professional and Ethical Practices

• Terminology
• Professionalism is the the conduct, aims or
  qualities that characterize a professional person
  (Websters Dictionary).
• Ethical behavior means than one conforms to the
  accepted or professional standards of conduct
  (Websters Dictionary).

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Professional and Ethical Practices

• Maintain Confidentiality
• Use People first language
• Avoid stereotypes and preconceived ideas
• Maintain a respectful demeanor
• Contribute to positive school-community
  relationships

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Professional and Ethical Practices

• Confidentiality

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Professional and Ethical Practices People First
Language

• The difference between the right word and the
  almost right word is the difference between
  lightning and the lightning bug(Mark Twain)
• (Source People First Language A Commentary by
  Kathy Snow)

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Professional and Ethical Practices

• People first language (cont.)
• Focus on the individual first, not the disability
• Put people first, not the disability
• E.g., preschooler with autism, child with a
  learning disability
• Emphasize abilities
• Be accurate in describing disabilities

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Resources People First Language

• PaTTAN Paraeducator workshop handouts from
  8/13/03 and 2/5/04
• http//www.pattan.k12.pa.us
• http//nncf.unl.edu/assisted/people.html
• http//www.northwestern.edu/disability/people.html
  

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Professional and Ethical Practices

• Avoid stereotypes
• Recognize individual worth
• Value strengths and abilities
• Value contributions
• Avoid preconceived
• ideas and opinions

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Professional and Ethical Practices

• Maintain a Respectful Demeanor

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Professional and Ethical Practices

• Contribute to positive community-school
  relationships

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Learner Outcomes

• Explain the importance of respect for families
  and their decisions
• Describe paraeducators roles and
  responsibilities when interacting with families
  of students with disabilities.
• List strategies for interacting effectively with
  families.
• Describe the professional and ethical
  responsibilities of paraeducators when
  interacting with students with disabilities and
  their families.

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Planning and Evaluation

• Please complete the evaluation form for todays
  session.
• Using the Paraeducator Development Plan Menu and
  Action Plan, incorporate the topics covered
  tonight into your plan.
• Sign out and pick up Certificate of Attendance

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Next Session

• The Paraeducators Role in Working Effectively
  With Teachers and Other Professionals- April 1,
  2004