Building Bridges For Every Learner

We share a former student’s graduation hug to show how steady, respectful partnerships change outcomes. Then we map three pillars—communication, expectations, and differences—and offer tools that bring parents, teachers, and administrators into alignment.

• using communication logs, calls, and notes to reduce confusion
• listening first to set tone and prevent conflict
• clarifying legal duties while staying empathetic
• aligning parent, teacher, and administrator expectations
• comparing five student profiles to tailor support
• structuring effective meetings with clear roles and next steps
• building trust with small rituals and measurable goals

If you have ideas for future episodes or questions you'd like me to explore, you can reach me anytime at admin at educatemewell.com and be sure to keep an eye on educatemewell.com

Resources:

Family Engagement Framework

Family Involvement in Special Education | Education | Research Starters | EBSCO Research

Increasing Family Engagement in Special Education | Edutopia

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Transcript

Focus On Family–School Partnerships

Principles For Strong Communication

Practical Tools That Build Trust

Meetings, Laws, And Expectations

Five Student Profiles Compared

Small Rituals And Next Steps

Closing And Next Topic Preview

How To Reach Us

Tonya 0:04

Welcome to Educate Me Well, the podcast that brings faith and education together. Hi, I'm Tonya, and I'm so glad you're here. He hollered, Mrs. Dumdei, and grabbed me in a big bear hug. Six feet tall to my five feet. This former student was so excited to see me again to let me know that he had just graduated from high school. His mom was there with him, thanking me for helping to get him there with our work together many years before. Welcome to Educate Me Well. Today we're focusing on family interactions with schools for students with disabilities. That student was one of my former students in elementary school who had high-functioning autism and ADHD. It was a privilege to work together with his family and other teachers to help him be successful. As we get started with this episode, I want you to know that incident is not a singular event in my years of working with students. No, they don't all come back to see me, but I have heard from many. How did that happen? And why would they come back to see me or thank me? We're going to go back to the three vital aspects of family-school interactions we talked about in the last episode. The same things are important in working with families that have children with disabilities. Let's move from the big picture to the nitty-gritty. I've seen these dynamics up close as a parent, a teacher, and an administrator. And those perspectives shaped everything I'll share next. Educating students with disabilities is not always an easy job, but it is one that is so rewarding. That is my wheelhouse. I have found the same principles for building good interactions with parents applies regardless of whether the child has a disability or not. Working on building good relationships through communication with all parties is key. We know that every party has different expectations for future outcomes. Additionally, the difference that all families bring to the table is what makes each relationship so unique. If you bring five different students and their families to a meeting, you will have five different interactions. You know, one student may be gifted with exceptional talents above the average student. Another student may be that average student. Another may be your average student, but has been in a single family situation and struggling with financial needs. You say, what a difficult meeting. You got that right. But as educators, it's our job to educate all students according to the best of their ability. Would you expect the communication preferences of these families to be different? Of course you would. Now that we've named the core issues, let's get practical. Communication is where misunderstandings start and where real progress begins. So I'll walk through concrete ways to connect. Good relationships don't just happen, it takes consistent effort on everyone's part. Since some students with disabilities have difficulty communicating, it's important to base your communication with their parents on what works best for that particular family. A communication log in the student's homework folder is a wonderful way to get messages while removing the communication barrier of the student. Make this a running message log where you can let parents know what they need to know and they can answer back, and then vice versa. Telephone calls and texts are important as well. Just be careful with text messages because they can be misinterpreted. Notes on student work are helpful as well. Listening is a key skill to effective communication. If we listen first, then our communication style will be appropriate to the situation at hand instead of trying to obtain what we want only. Meetings happen on a regular basis for students with special needs. These are so important to the continuity of the students' progress and help parents understand the legalities that educators are required to adhere to. We also get to hear what the parents desire from the school. Make sure the parents know that you want them there and that they are a vital part of the process. As we move on, we need to acknowledge one reality. Parents, teachers, and administrators often come to the table with very different expectations, and those expectations steer every conversation. If we would all go into meetings and communication with each other thinking about the expectations of the other person, a lot more would be accomplished for the student. Parents first and foremost want their child to be accepted by others and to receive the best education possible within their abilities. Teachers want parents to understand what is taking place in the classroom each day with their children. That's why knowing how to communicate well is so important, as well as listening well. We can come into a meeting with a parent, blasting the child, and the parent will cut us off. That's not saying we shouldn't be honest, but there is a way to lay out the facts that are palatable. Administrators must make sure the law is followed in educating students with disabilities. Sometimes this creates division between parents, teachers, and leadership. And many times it's because others don't know where you're coming from. It's important to lay out all the facts, what can be done, and what can't, and let empathy lead every discussion and action. And even when expectations line up, differences in culture, resources, and ability change how families and schools interact. So let me share some examples that bring this to life. Going back to the meeting with five different students earlier, let's see how differences could be acknowledged. The gifted student with exceptional talents will need academics that will challenge him or her. So the parents may ask for a different placement or additional classes with more rigor. The average student will be successful with a normal curriculum taught daily in school. So parents will usually be pleased and there may be less contact with the school. Or the parents may be comfortable coming into the school regularly and volunteering. The average student in a single family situation and struggling with financial needs will be successful with the normal curriculum taught daily in the school, but may not always get homework done if the parent is working or unavailable for some reason. This parent may not be available for meetings as easily, or there may be financial needs, such as transportation and meals that the school can help with. The ADHD student, but otherwise average academically, may struggle with focusing in class and need additional supports in that regular classroom to be successful and meet his or her full potential. The general education teacher may have frustrations with the student's actions and struggle with parent communication. The student with a severe disability, such as low-functioning autism, will need lots of supports in the school environment. Parents will have to be heavily involved in making sure their child gets what they need to progress. Teachers and administrators will serve best by advocating for the students' needs. We've covered communication, expectations, and differences. Here are a couple of questions to get us thinking about how we can make improvements tomorrow. What small rituals such as weekly check-ins, communication logs, celebration notes, could build trust quickly? What does success look like for this student from each perspective, family, teacher, and administrator? Making change in the lives of students with disabilities and their families takes small, consistent steps implemented on a regular basis. Identify one barrier you can remove this month and commit to a measurable next step. As we close, remember this mutual respect, clear communication, and a willingness to understand one another are the small steady practices that help every student thrive. Next time on Educate Me Well, I'll be talking about how homeschool families can access services in public schools. I hope you'll join me for that important conversation. Thank you for joining me today on Educate Me Well. I'm grateful you spent this time with me, and I hope the conversation encouraged and equipped you. If you have ideas for future episodes or questions you'd like me to explore, you can reach me anytime at admin at educatemewell.com and be sure to keep an eye on educatemewell.com. The website will be up and growing as new episodes are released. Until next time, keep making a difference in the lives of children.