February 2019 – Special Educator e-Journal

Table of Contents

• Special Education Legal Alert. By Perry A. Zirkel
• Collaboration and Advocacy between Parents and Teachers: A Literary Review. By Denise Cruz
• Barriers to Involvement in the Special Education Process for Families of Culturally Linguistically Diverse Backgrounds: A Review of Literature. By Christopher Salerno
• Visual Supports to Improve Outcomes for Culturally Diverse Students with ASD. By Valeria Yllades, Jennifer B. Ganz & Ching-Yi Liao
• Culturize Every Student. Every Day. Whatever It Takes: A Book Review. By Rebekah Caballero
• The Use of Graphic Organizers and Other Tools to Aid in the Writing Process. By Stephanie Fletcher
• U.S. Department of Education Announces Initiative to Address the Inappropriate Use of Restraint and Seclusion to Protect Children with Disabilities, Ensure Compliance with Federal Laws
• Teacher – Parent Collaboration for an Inclusive Classroom: Success for Every Child: A Research Critique. By Samantha Ashley Forrest
• Book Review: Lead Like a Pirate. By Emily Glick
• Action Research: The Effectiveness of Leveled Literacy Intervention (LLI) in Early Elementary Grades. By Mallory Goodson
• Repeated Reading in the Middle School Setting. By Hannah Grim
• An Academic Review of: The Mind of the Leader:  How to Lead Yourself, Your People, and Your Organization for Extraordinary Results. By Aimie Young
• Buzz from the Hub
• Latest Job Postings Posted on NASET
• Acknowledgements
• Download a PDF Version of This Issue

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By Perry A. Zirkel

© January 2019

This month’s update concerns two issues that were subject to recent court decisions and are of practical significance: (a) contingent IEPs for students in third-party placements, such as Medicaid-provided residential treatment facilities; and (b) restrictions on parental communications to district personnel based on a previous pattern of excessive or intimidating e-mails, calls, and/or visits.

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By Denise Cruz

Abstract

Collaboration and advocacy are two areas where both parents and teachers agree that more can be done. Two possible ways in which this can be accomplished are by having better communication between parents and teachers as well as better understanding of the different cultural views that parents and teachers may have. Acknowledging that improvement is needed and seeking assistance in these areas is the first step in achieving better collaboration and advocacy for all parties involved. 

Parents want what they believe is best for their children. Teachers want what they believe is best for their students. However, getting both to agree on what is best educationally can be a challenge. This is especially true when the child has a disability. Some of these challenges are: (a) apprehension on the part of the parent, (b) miscommunication from both the parent and the teacher, (c) language barriers, (d) cultural barriers, and (e) disagreements on goals. Each of these variables when looked at separately can be justified or explained. However, when the collective significance of these variables is considered, it often creates the “perfect storm” for not being able to “do what is best for the child”, and often negatively impacts collaborative efforts Collaboration is an integral part of ensuring that the child receives the best possible support both at home and at school. Collaboration requires knowledge on the part of the parent, the student and the teachers. From knowledge comes advocacy and from advocacy comes reaching a “middle ground”, the best possible support for all parties involved. In order to achieve this middle ground, all parties must agree to work together on a common goal and give each other the needed support to bring out the best in all (plug the reference here, just the authors’ names and year of publication).

In order to create a common goal, one must have as much information about the subject as possible. In education; teachers, parents, caregivers, doctors, and students should be included in the gathering of such information. Unfortunately, this process has been plagued with obstacles from the very beginning. However, with the passing of the Individuals with Disabilities Education Act of 1975 (IDEA), families began the slow process of educating themselves on their rights as well as on the rights of their children.  School systems began the process of working with parents and other professionals in order to provide the best possible education for all students.

Research has shown how the knowledge that parents and students bring to the table is just as valuable as the knowledge that educators and doctors convey. According to (Just add authors’ last names and year of publication) collaboration between parents and teachers is one of the most important factors to increase student success. “Parent advocacy and collaboration activities became a clear factor influencing children and youth’s social and academic success within the school setting.” (Shultz et al, 2016, must add page number for direct quotes). However, reaching this point has proven to be difficult. Teachers’ “…negative stereotypes of parents…”  (p. # for direct quotes) as well as parents’ distrust has created an adversarial relationship (Wischonowiski and Cianca, 2012). That is why “rewriting the script” is such an important concept. Programs like the partnership between The Advocacy Center and the St. John Fisher College in Rochester, N.Y. are vital in order to bring about change. Their goal was to bring forth positive stories from families so that educators and other families could see that a positive relationship was achieved by supporting each other (Wischonowiski and Cianca, 2012).

This partnership required a thirteen-week commitment on the part of all the participants. The program included different types of families with different backgrounds and ethnicities, as well as children with different types of disabilities. The program began when The Advocacy Center approached a professor at St. John Fisher College about speaking to parents on what to expect on curriculum and academic outcomes. The professor then turned it into a project where his students would work with actual families and thus help to build a positive relationship, were both parties would be able to achieve a common goal: student success. 

The project included 25 college students, who were divided into groups of 5 and were paired with a family from The Advocacy Center. The program was a semester long project where the group would work with the family in learning how to work best together. First the group would go over the IEP and write an introductory letter to the parents, and the parents would then arrange a meeting where all parties would meet. For the next six-weeks, the groups and the parents met and discussed the different issues that the parents encountered at the schools. At the end of the six weeks, the parents shared their views on the meetings and what they hoped to accomplish. Subsequently, the groups would research the different concerns that parents brought to the meetings, and gave recommendations on how to minimize these concerns. In the end (week thirteen), “…collaboration and rapport between the parents and teachers by identifying problems and seeking solutions together to achieve better outcomes for students.” had been achieved (Wischonowiski and Cianca, 2012, add page number for direct quotes).

Other factors that do not allow for collaboration are the misunderstanding and misconceptions on the part of both the parent and the teacher. One of these r factors relates to culture. As of 2007, about 26% of school-aged students in the United Stated spoke another language other than English at home (Shin and Kiminski, 2010). This has created a communication barrier between parents, students, and teachers. “Culturally diverse students’ distinctive set of cultural values, beliefs and norms is often incongruous with the cultural norms and behaviors of schools.” (Irvine, 2012, add page number for direct quotes). This phenomenon has often created misunderstandings, , as teachers sometimes fail to recognize certain cultural behaviors. For example, students not raising their hands to answer questions but instead shouting the answer, can be considered disruptive and uncontrollable; therefore, the student may be referred to special services and thus creating a mistrust from parents (Irvine, 2012). Using stereotypes like race, educational level, marital status and social class can also create misconceptions by automatically believing that the student will be an underachiever and/or have emotional or behavioral issues. These negative stereotypes can keep the student from academically advancing and can result in the student being wrongly referred for Special Education services (Irvine, 2012).

Irvine (2012) recommended the use of Culturally Responsive Pedagogy or CRP in order to better prepare special education teachers and avoid common misunderstandings and misconceptions. CRP follows four basic principles: 1) developing caring relationships with students while maintaining high expectations, 2) engaging and motivating students, 3) selecting and effectively using learning resources, and 4) promoting and learning from family and community engagement (Irvine 2012). Irvine suggested that in order to achieve CRP both relevant course work and hands-on experiences are necessary (Irvine, 2012). “Culturally responsive learning activities build on the lived experiences of diverse learners and supported instructional outcomes.” (Irvine, 2012, add page number for direct quotes) should increase the likelihood that educators will apply more culturally responsive pedagogy. Irvine (2012) also suggested the use of cooperative team learning strategies and flexible grouping, for a more effective diverse learner as well as culturally diverse materials. Lastly, Irvine (2012) recommended increased communication with parents on students’ progress, including motivation and preferences in order to build a more cohesive learning environment, and a better communication method with parents. 

Communication as well as collaboration is one of the key elements that parents across the board state as the number one reason for satisfaction with their child’s education (Shultz et. al, 2016). “Unfortunately, research indicates education professionals often do not view parents as equal partners.” (Shultz et. al, 2016, add page number for direct quotes). This “attitude” makes communication as well as collaboration extremely difficult. Therefore, changing the script once more becomes vital, and advocacy is one of the best ways to reach this goal. Even though, advocacy in education is sometimes viewed as a negative word, it can be a very rewarding and positive experience. According to Ridnouer (year of publication, and page number for direct quote) “An advocate is a person who supports or promotes the interest of another, and that is what a teacher is doing when he or she works to engage students and their parents as partners in a positive, learning-focused classroom community”.  

This new venture where parents and teachers work together can begin with a simple invitation from the teacher. This invitation can be to the school’s open house, a special school-wide activity, a classroom activity, or to the child’s Individual Educational Plan (IEP). Notably, the IEP is usually one of the most controversial times where both parties are advocating for what they each believe is the best for the child. Unfortunately, “…research suggests families who participate in traditional IEP meetings have expressed their primary role included listening and answering questions.” (Childre & Chambers, 2005, add page number for direct quotes) instead of collaborating. Again, changing the script is reccommended. To accomplish such goals, Shultz et. al (2016), looked into teacher’s perceptions, specifically teacher’s perceptions of parents with children with Autism Spectrum Disorder (ASD). Shultz et. al (2016), also focused on how parents support children with ASD in the classroom setting by using advocacy and collaboration.

Shultz et. al (2016), conducted the research in a southeastern rural school district and invited teachers who taught students with ASD  to participate. T hirty-four teachers from elementary, middle and high school participated in the research. The participants included special education teachers, general education teachers, and special areas teachers. The teachers were divided into focus groups of no more than eight and met over the course of a year for no more than an hour at a time. The facilitators were either a university faculty member or a graduate assistant who followed a script to ensure fidelity as well as maintaining group focus. Each focus group was given a fictional case-study in which they were to analyze the case and answer questions related to parent advocacy and collaboration. The meetings were taped and later transcribed. The results showed that teachers felt that parents where either over involved or under involved, but that in either case parents needed assistance in accepting the child’s diagnosis and were in need of learning better advocacy strategies .

These meetings brought about how to positively encourage collaboration and advocacy between parents and  teachers.. Some of the recommendations made by the teachers were for them to share more information with parents through booklets, help parents find ways to teach social skills to the child at home by possibly working with siblings and other family members, and to teach their child how to self-advocate (Schultz et. at, 2016). Shutlz et al (2016), in his discussion went further into detail on how this could be accomplished. Shultz et. al (2016) suggested that teachers “Recognized a continuum of parent involvement” in which both parents and teachers recognized each other’s short cummings and worked together to reach a consensus. One way to achieve this was through Making Action Plans (MAPS) (Vandercook, York, & Forest, 1989) were parents provide input on how to develop the goals for the coming IEP. Another suggestion was to “Provide extra support during diagnostic process” in which not only the diagnosis was given but what roles each of the professionals working with the student has as well as resources within both the school and the community (Shultz et. al, 2016, add page numbers for direct quotes).  Next, was how to support parent in their advocacy role. This was one of the most challenging as sometimes parents can be unrealistic or have no idea what to advocate for. For this reason, Shultz et. al (2016) suggests “careful conversations” in which teachers guide parents through the services and help them on how to advocate for the child as well as how to teach the child how to advocate for themselves. Lastly, Shultz et. al (2016) suggests to “Target key areas for ongoing collaboration” like social skills which ASD students usually lack. According to Shultz et. al (2016, add page number for direct quotes), teachers recognize that the curriculum is not always built to accommodate time for social skill building and therefore, parents need to work on it at home. One of the ways to accomplish this is through Circle of Friends Model (Taylor, 1997) in which siblings or other family members become the ASD child role model on social skills. The model suggest that the family member take the child on outings with their circle of friends to allow the ASD child to witness proper social interaction and at the same time the non-ASD child to guide the ASD child through the process of social interaction. 

Teachers and parents can guide each other in the academic process that the child will be navigating throughout their academic experiences. By doing this, the hope is that a new script is written, were both parents and teachers can collaborate and create common goals, where the student can move forward and be successful. Reaching this goal is often hard and has an extremely long journey; as communication and misconceptions will continue to riddle the process.  If all parties continue to practice the script, progress can be made in improving communication and dispelling the misconceptions that are brought to the process.

References

Amy Childre, & Cynthia R. Chambers. (2005). Family perceptions of student centered planning and IEP meetings. Education and Training in Developmental Disabilities, 40(3), 217-233. Retrieved from https://www-jstor-org.ezproxy.fiu.edu/stable/23879717

G. Taylor. (1997). Community building in schools: Developing a ‘circle of friends.’. Educational and Child Psychology, , 45-50.

Hibel, J., & Jasper, A. D. (2012). Delayed special education placement for learning disabilities among children of immigrants. Social Forces, 91(2), 503-529. doi:10.1093/sf/sos092

Irvine, J. J. (2012). Complex relationships between multicultural education and special education. Journal of Teacher Education, 63(4), 268-274. doi:10.1177/0022487112447113

Jacob Hibel, George Farkas, & Paul L. Morgan. (2010). Who is placed into special education? Sociology of Education, 83(4), 312-332. doi:10.1177/0038040710383518

Michael W. Wishchnowski, & Marie Cianca. (2012). Reading a new script for working with parents.

Ridnouer, K. (2011). Everyday engagement. Alexandria, VA: ASCD.

Shin, H. B., & Kominski, R. (2010). Language use in the united states, 2007. Washington, D.C.: U.S. Dept. of Commerce, Economics and Statistics Administration, U.S. Census Bureau.

Tia R Schultz, Melissa A Sreckovic, Harriet Able, & Tamira White. (2016). Parent-teacher collaboration: Teacher perceptions of what is needed to support students with ASD in the inclusive classroom. Education and Training in Autism and Developmental Disabilities, 51(4), 344-354. Retrieved from https://search-proquest-com.ezproxy.fiu.edu/docview/1843276153

Vandercook, T., York, J., & Forest, M. (1989). The McGill action planning system (MAPS): A strategy for building the vision. Journal of the Association for Persons with Severe Handicaps, 14(3), 205-215. doi:10.1177/154079698901400306

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By Christopher Salerno

Abstract

Throughout the process of identification, evaluation, placement, and continued support of students with disabilities, the involvement and engagement of the parents is a vital aspect that will have long term effects on the student’s academic progress.  Under the guidelines of the Individuals with Disabilities Education Act (IDEA, 2004), it is required that parents are given the opportunity to be active participants in the decision-making process and the development of a student’s Individualized Education Plan (IEP).  However, when working with families that come from culturally and linguistically diverse backgrounds, several barriers may present themselves that effect involvement in the process including language, availability of parents to participate, and diverse cultural views.  It falls on the shoulders of the special education teachers and school staff to accommodate to the individual needs and to respect the individual cultural aspects of the learners and their families using a variety of best practices and strategies.

The vital role that the family plays in the outcomes of students with disabilities is one that can favorably sway the pendulum of support and success.  Public schools are becoming more diverse over time as evidenced by the increasing number of students with disabilities (SWD) from families of culturally and linguistically diverse (CLD) backgrounds being served by special education programs.  The families of these students each have a unique situation, as well as needs and barriers that can impact their education.  The term family is often used in a flexible manner when working with CLD students.  The family unit in some cultures may only include the parents and children, while in other cultures it may extend to grandparents, aunts and uncles, cousins, or any other blood relative.  Based on the individual dynamics, a ‘parent’ may be a guardian, family may include close friends that have no blood or marital connection, or the student may have been sent to live in the United States with a relative, while their immediate family remained in their nation of origin.  Families may face unique hardships such as supporting multiple family members financially, both at home and in their nation of origin; they may be recent immigrants, illegal immigrants, or may be migrant workers.  With such a wide range of individual situations, being culturally responsive and accepting of the family’s participation, and encouraging it as well in the special education process, is vital to the student’s progress.

Throughout the process of identification, evaluation, placement, and continued support of SWD, the involvement and engagement of the parents is a vital aspect that will have long term effects on the student’s academic progress.  Under the guidelines of the Individuals with Disabilities Education Act (IDEA, 2004), it is required that parents are given the opportunity to be active participants in the decision-making process and the development of a student’s Individualized Education Plan (IEP).  However, when working with families that come from CLD backgrounds, several barriers may present themselves that effect involvement in the process including language, availability of parents to participate, and diverse cultural views.  When not identified and effectively supported, these barriers may make families feel marginalized and can obstruct the development of a collaborative relationship between parents and school staff.

Language can be a major barrier for any parent involved in their child’s special education process.  The support for communicating with parents and families in their home language is one that schools are required to provide (U.S. Department of Education, 2015).  Ensuring parental understanding of items discussed during all parts of a special education meeting is imperative, as any errors in communication or translation can lead to confusion and misinterpretation.  It is highly recommended that special education team members build a trusting collaborative relationship with the parents as the process begins, promoting more open communication that will support the learning outcomes of the student (More, Hart, & Cheatham, 2013).  In some cultures, disabilities are perceived as a source of shame and are something not to be discussed outside of immediate family (Pang, 2011).  Accordingly, having interpretation support that is effective and properly conveys the information presented to the parents is a key factor.  It is considered a best practice to utilize an interpreter that understands special education terminology, is sensitive to cultural nuances, and acts in a manner that is professional and respectful of all parties involved (Lo, 2012; More, Hart, & Cheatham, 2013; Pang, 2011).  Additionally, providing copies of documents that are translated into the parents’ home language ensures that they are given proper access to records and can make informed decisions.

Aside from the obvious difficulties that parents may face if they speak a different language from that of the school staff, a larger issue concerns the use of technical language during meetings and in documentation.  For professionals outside of the field of special education, the use of various acronyms, initialisms, and specialized terminology can be extremely confusing.  When parents are presented with the complex terminology that they are often unfamiliar with, it can cause a divide in the home-school relationship or further alienate the parents if a rapport has not developed.  It is considered a best practice to avoid using acronyms and complex terminology when meeting with parents and to present information in plain language to support their understanding and ensure translators are knowledgeable enough to accurately translate the meaning of specific terminology and explain details to families in an effective manner (Pang 2011).  When working with the family and special education team during a meeting, it is helpful to check for understanding and summarize key points as the conference progresses, and thus providing multiple opportunities to clarify or allow for questions from all parties involved (More, Hart, & Cheatham, 2013).  However, this must be done in a respectful manner, as to not appear condescending to the parents’ knowledge or abilities. 

A further area of concern with regards to language and communication is the procedural safeguards which provide guidelines for parental rights, ensure accountability, and lay out the method for resolving disputes that potentially arise when engaging in any IEP process.  A 2012 study by Mandic, Rudd, Hehir and Acevedo-Garcia, found that in an analysis of the procedural safeguard documents available on the department of education websites for all 50 states and the District of Columbia:

• 55% of the documents scored at a college reading level range,
• 39% were considered to be at a graduate or professional reading level,
• 6% were scored at a high school level 

According to the 2003 National Assessment of Adult Literacy, 22% of adults in the United States read at a below basic level and 33% read at a basic level.  This difficulty is compounded for CLD families where their literacy skills in English may be minimal. This disparity in reading levels of adults and the readability of the procedural safeguards can be disparaging to many parents regardless to how willing they are to engage in the process.  Mandic et al. (2012) argue that if the purpose of the procedural safeguards is to provide parents with concise information to facilitate effective home-school partnerships in developing the IEP, then it must be developed using plain language that parents can clearly understand and make informed decisions on the part of their child.

When engaging families during the IEP process, encouraging their participation is a key component that is required under IDEA.  However, this can become a major barrier that can have a significant effect on the student and the parent.  When working with families from CLD backgrounds, parental availability to attend meetings can become a substantial barrier that professionals may face throughout the special education process.  In some cases, the barrier to attending meetings may be attributed to work schedules of the parents.  Parents from CLD backgrounds may work hourly wage jobs that do not provide paid personal leave time and where missing several hours from their work schedule can cause a major financial hardship (Murray, Finigan-Carr, Jones, Copeland-Linder, Haynie, & Cheng, 2014).  Some families may have members working multiple jobs to support extended family locally or even from their nation of origin.  The members of the special education team need to be sensitive to the individual situations of each student’s families and attempt to accommodate as much as possible when scheduling meetings (Pang, 2011).  In a study by Murray, et al. (2014), it was determined that the barriers related to socioeconomic status affect the time a parent has to participate in school meetings, as well as negatively impact their socio-emotional state by adding additional stressors.  Accommodating to the individual situations can provide relief to the parents and aid in fostering a stronger collaborative relationship.  Professionals can arrange meetings at times that are more convenient for the family, provide support for transportation needs, hold teleconferences, or utilize web-based video conferences in effort to promote parental involvement (Fishman & Nickerson, 2014; Murray, et al., 2014).  Furthermore, encouraging parental involvement beyond the context of special education meetings can have a multifold effect on student achievement by shaping the student’s attitude toward their education, improving parent-child communication, and developing positive academic expectations (Fishman & Nickerson, 2014).

When working with families from CLD backgrounds, the aspect of respecting and accommodating to varying cultural views on special education is one that professionals face daily.  Engaging families in a manner that promotes effective collaboration and sharing of information can be a difficult task when the professional may be unaware of how their actions and mannerisms can be misinterpreted by the families of students.  The protocol of meetings, such as seating arrangements, access to quality translators, team members arriving on time to conferences, using respectful communication during pre-conference communications, and recognition of the parents as valued members of the process; can affect their willingness and comfort in participating throughout the special education process.  Further, preconceptions of the capabilities of the parents to act as meaningful members of the special education team can affect the mood of meetings and the overall relationship that develops through the process.

Some families, view their role in the development of their child’s education plan as cursory and believe that their feedback is not needed or welcomed.  In some cultures, the teacher is seen as a highly respected professional that is not to be questioned and thus conflict with them should be avoided (Lee, Rocco Dillon, French, & Kim, 2018).  In these situations, the parents may feel that their questions may be a sign of disrespect.  For other cultures the converse occurs, the parents feel they must question each component of the process to ensure the teacher has the child’s best interest in mind, and are not just going through the motions that are required by the government.  In the myriad of cultural views and expectations of the special education process, the role of being culturally responsive falls on the teacher.  According to research by Rossetti, Sauer, Bui, and Ou (2017) teachers should develop a practice of cultural self-reflection, examining their own beliefs and cultural views, then they can identify their personal habits that may be counterproductive to building rapport with the families of their students.  The teacher and team members need to communicate with the family, and explore their cultural views on education overall, on the needs of individuals with disabilities, as well as identify their expectations and goals for their child.  Engaging parents and families in a manner that focuses on their concerns for their child, and uses it to build the foundation of the student’s IEP, will likely solidify their role as a stakeholder in the process.  The families of students with disabilities that come from culturally and linguistically diverse backgrounds face a variety of challenges while supporting their child’s needs including language barriers, socioeconomic difficulties, and cultural responsiveness.  It falls on the shoulders of the special education teachers and school staff to accommodate to the individual needs and to respect the individual cultural aspects of the learners and their families using a variety of best practices and strategies.

References

Fishman, C., & Nickerson, A. (2014). Motivations for Involvement: A Preliminary Investigation of Parents of Students with Disabilities. Journal of Child & Family Studies, 24(2), 523–535.

Goldman, S. E., & Burke, M. M. (2017). The Effectiveness of Interventions to Increase Parent Involvement in Special Education: A Systematic Literature Review and Meta-Analysis. Exceptionality,25(2), 97-115. doi:10.1080/09362835.2016.1196444

Lo, L. (2012). Demystifying the IEP Process for Diverse Parents of Children with Disabilities. Teaching Exceptional Children, 44(3), 14–20.

Mandic, C. G., Rudd, R., Hehir, T., & Acevedo-Garcia, D. (2012). Readability of Special Education Procedural Safeguards. Journal of Special Education, 45(4), 195–203.

More, C. M., Hart, J. E., & Cheatham, G. A. (2013). Language Interpretation for Diverse Families: Considerations for Special Education Teachers. Intervention in School & Clinic, 49(2), 113–120.

Murray, K. W., Finigan-Carr, N., Jones, V., Copeland-Linder, N., Haynie, D. L., & Cheng, T. L. (2014). Barriers and Facilitators to School-Based Parent Involvement for Parents of Urban Public Middle School Students. SAGE Open, 4(4). doi:10.1177/2158244014558030

Pang, Yanhui. (2011). Barriers and Solutions in Involving Culturally Linguistically Diverse   Families in the IFSP/IEP Process. Making Connections: Interdisciplinary Approaches to Cultural Diversity, 42–51.

Rossetti, Z., Sauer, J. S., Bui, O., & Ou, S. (2017). Developing Collaborative Partnerships with Culturally and Linguistically Diverse Families During the IEP Process. Teaching Exceptional Children, 49(5), 328–338. doi.org/10.1177/0040059916680103

Seo Hee Lee, Rocco Dillon, S., French, R., & Kyungjin Kim. (2018). Advocacy for Immigrant Parents of Children with Disabilities. Palaestra, 32(2), 23–28. Retrieved from http://http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=130206299&site=ehost-live&scope=site

U.S. Department of Education (2015). Information for Limited English Proficient (LEP) Parents and Guardians and for Schools and School Districts that Communicate with Them, Washington, DC: U.S. Government Printing Office.

U.S. Department of Education (2003). National Assessment of Adult Literacy, 2003 [Data file].  Available from National Center for Education Statistics Web site, nces.ed.gov/naal/

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By Rebekah Caballero

Abstract

Culturize Every Student. Every Day. Whatever It Takes, by Jimmy Casas is an educational leadership that focuses on the building positive relationships with students, colleagues, administrators, district personnel, and in the community. Jimmy Casas uses his own personal experiences as an educator and administrator as well as Four Core Principals to shape his own belief system and encourage others to reform their own. By reforming their own belief systems, educators model for students and colleagues to help build a positive culture. This review analyzes the information provided in the book and discusses the skills and knowledge educators need to have to best serve their students and become leaders in the school and community. As educators begin to make changes in themselves and in the lives of their students, they will feel more confident and have less doubts about being effective. Building relationships, making a commitment, understanding the change process, and fostering positive traits in themselves and students will help to make a lasting effect on the school community.

Introduction

Culturize Every Student. Every Day. Whatever It Takes. by Jimmy Casas aims to get the reader to understand that they are in control of the change they want to make and can change their own lives as well as student lives. Jimmy Casas is currently the CEO of his own educational leadership company, J Casas and Associates, that is focused on providing high quality coaching support for teachers, principals, and school districts across the country. Through his own experience as a teacher and administrator, and his own school experience as a student, he tells the reader what made the difference for him as a student. As a young high school student, Casas was on the verge of not graduating when a teacher of his helped him to see the importance of working hard at school and showed him that he believed in him. In this book he presents Four Core Principals in creating a culture of change and reaching students. The Four Core Principals that help to make educators better are 1) Champion for Students, 2) Expect Excellence, 3) Carry the Banner, and 4) Be a Merchant of Hope. When teacher and principals act as leaders in the school, students believe in themselves and learn to be leaders of change.

Purpose and Thesis

Casas wants the reader to understand their role in the school society to better the lives of students. “Every Student, Every Day. Whatever It Takes” (Casas, 2017). Jimmy Casas sets a purpose to help educators be the change and get better as educators each day. Culturize Every Student. Every Day. Whatever It Takes. is about creating positive change in educators, students, communities, and schools.  “Every child deserves the opportunity to be a part of something great” (Casas, 2017).

“Our goal should be to create schools and communities that equip young people in developing sills, habits, and competencies that produce an educated citizenry rooted in healthy, personalized, and productive relationships” (Casas, 2017).

The thesis in this book states hat using the Four Core Principals 1) Champion for Students, 2) Expect Excellence, 3) Carry the Banner, and 4) Be a Merchant of Hope, educational leaders (teachers, students, administrators, support staff, etc.) can begin the change process and create a positive, kind, honest, and compassionate school environment. 

Just Talk to Me

Casas starts the book discussing the importance of talking with students and connecting with them on a deeper level. Students today are faced with many challenges whether it be at home, in school, through technology, etc. and having one person who believes in them can make a great difference. Casas uses his own childhood example of playing baseball as a child when he quit the team and the coach did not try to talk to him about his choice. The coach’s scoff in response is a memory that has stayed with Casas throughout his life. “… but it still serves as an important reminder to me in my work as a school leader to not underestimate how critical it is to take time to talk to students and understand what they see, feel, and experience” (Casas, 2017). He also asks readers to take a moment and analyze their own practices and if they are willing to be leaders of change. “Are we willing to do whatever it takes to culturize our schools to a level that defines excellence?” (Casas, 2017)

“Culturize:  To cultivate a community of learners by behaving in a kind, caring, honest, and compassionate manner in order to challenge and inspire each member of the school community to become more than they ever thought possible” (Casas, 2017).

Culturize Every Student. Every Day. Whatever It Takes also puts into perspective who can help to lead a culture of change in schools today as they face many challenges. It is possible for students to become leaders and connect to their environment, but it is not a process that will naturally occur. Teachers, administrators, and staff must model for students how to be leaders, regardless of their official titles. Casas tells school teachers and leaders to be aware of their roles in culturizing schools. “We must take time to reflect on and be willing to be vigilant in examining our school cultures through the eyes of students and staff” (Casas, 2017). Schools face large challenges such as lack of funding/resources, teacher turnover/shortage, poverty, mental health issues, standardized testing, etc. While these challenges are large, Casas points out the patterns he sees from school which depict external factors, but teachers must also look at their own ability to lead effectively.

Casas stresses the importance of readers/teachers/school staff understanding their roles in the school. While not all these positions include administration, teachers and all staff in the school can lead by example and recognize themselves as leaders. In his own experience as a building principal, Casa describes how he wanted his staff to feel valued and appreciated. “I held myself accountable for the success and failures of my students and staff, always reflecting on what I could have done differently or more effectively to help them feel as though they were experiencing the success they desired” (Casas, 2017). Culturize Every Student. Every Day. Whatever It Takes discusses how great leaders inspire greatness. In a school environment, it can be easy for “average to become the standard”. There are countless challenges school face and it can difficult to build a culture of change, but leaders inspire others to improve the attitudes, believe in the abilities of students, team members, and push to be better than average.

Four Core Principals

Champion for Students

Educators who champion for their students are intentional about doing whatever it takes to help each of them reach their personal best. In schools, these educators already exist, but Casas wants readers to understand that they all have the potential to champion for students. In this chapter, Casas goes onto describe his own life changing champion, Mr. Morgan. In high school when Casa was in jeopardy of not graduating, Mr. Morgan helped him see how much a person believing in your ability can make a difference. “Fortunately for me, Mr. Morgan had taken the time to get to know me enough that he was able to see through my lack of confidence and recognize that somewhere inside was a kid with talent to do great things” (Casas, 2017).

Teachers and administrators like Mr. Morgan can help to ignite passion in students as well as in other teachers. When it can be so easy to be negative in school, champions choose to see the potential in each of their students and want to understand them and how they feel, think, and see the world. Champions are passionate teachers or administrators who hold the deep belief that connecting with kids and valuing their talents and voices is the first step to creating a kind school culture. Being a champion and helping to build a kind and positive school culture takes time and learning through experience. Not every choice or response from teachers, administrators, and school staff will be the best. Educators must be aware that their response is completely their choice and be able to put difficult situations in perspective and empathize with students.

Casas believes that every student needs a champion who care about them and is willing to encourage them as well as help them to understand their specific skill set and understand how their skill set can help them thrive. When leaders in the school model a kind culture it can help to build an atmosphere where all students understand, appreciate, respect, and empathize with one another. Leaders can help student to recognize their own potential academically as well in a social context and develop self-awareness. Casas describes students who are “reluctant learners” and he proposes three interrelated areas that either help a student thrive or inhibit success: connection, capability, and confidence. Champions empathize with their students, help build their confidence, and give them something to believe in without feeling sorry for them. “Our students don’t need us feeling sorry for them. Empathy, yes. Sympathy, No” (Casas, 2017).

Schools, administrators, teachers and school staff can label students in a negative manner without knowing it is negative. This is especially relevant when it comes to students with disabilities. As Casas states, “unleashing true potential begins by removing the labels that hold children hostage.” When teachers champion for their students, they help them to believe in themselves and understand that they do not have to be held hostage by a label, adult beliefs, or their own lack of confidence. Leaders and champions in the school will be faced with difficult decisions and conversations regarding students and student needs, but it is important for them to prepare themselves and acknowledge that these situations can be worked through. By staying calm in these situations, leaders can rationally seek solutions and help move one from things that are beyond their control. One thing that leaders need to remember is that students are the most important people entering the building, and without them there would be no jobs.

Expect Excellence

Leaders, whether it be administration, teachers, school staff, students, or school nurses, are an important piece to a positive and compassionate school environment. While educators are continually told to have high expectations for their students, it is important to note that the whole school environment should expect excellence from one another. John Woodson said that “A leader’s most powerful ally is her or her own example.” In a culture of change, the example set by leaders is crucial. Students will never learn to believe in themselves if they don’t feel connected, capable, or the confidence in themselves. Teachers can help their students by believing in them, but it is also important that students are able to carry these skills into their independent lives.

In this chapter, Casas describes a story in which he was a principal and he had high expectations for a struggling student. The student, who is in jeopardy of graduating made a deal with Casas and Casas places his belief in the student. When the student graduates, he thanks Casas for helping him to believe in himself and not giving up on him. It helped the student to know that Casas was counting on him.

Educators often are considered “experts” in their fields, which is really related to knowledge and most of all experience. Casas discusses commonalities between teachers who have been labeled “model” teachers, and what he noticed was that these teachers acknowledged they were a work in progress, they did not define themselves as experts, they chose to push them-selves forward and bring positive changes for their students/school/community, and they visualized the change for their schools. These model teachers expect excellence for themselves, their schools and communities. Leaders also need to build independence and capacity. Leaders learn through experience and teachers can help by providing their students with independent experiences and provide support when needed.

Leaders understand that change is not an overnight process and failure is guaranteed during this change process. Casas explains that leaders due the simple things and make changes that are possible in most day to day activities while forging a path themselves rather than waiting for others to do what needs to be done. Since leaders will encounter many difficult situations, it is very plausible that they will have to say no. It can be difficult to say no, especially when people want to help, but leader are not afraid to say no, understand that having the power to make the final decision does not always mean they are right, and are not afraid of push (from other teachers, students, schools, etc.). Leaders must also value communication in the classroom (teachers with parents) as administration (with staff and teachers), or when it is time for difficult conversations. “Striving for excelling each day is a lifestyle” (Casas, 2017). Leaders must acknowledge that creating a positive school culture is not an item on a check list, but rather a change that is continued each day.

Carry the Banner

When working in schools that known for being “challenging”, it can be easy to fall into a negative trap. Many educators and school personnel do not realize how their negative talking is transferring to others in the school community and how that can damage the culture of a school over time. Educators who carry the banner for their schools have a great sense of honor for the schools and districts in which they work.

“We can have the best intentions and tell our students and our colleagues that we care about them, that they are important to us, that we are here to support them and to be successful, and that we will not let them fail; however, carrying the banner for our students and colleagues means we will maintain such support even when they fail to live up to our expectations” (Casas, 2017).

Leaders who want to attract other positive leaders and begin to change the environment positively model positive interaction, are aware of their body language (positive and negative energy) and show appreciation towards others.

While being an educator can be an isolating profession, and it can make teachers question if they are truly making an impact. While evaluation and accountability measures have been taken throughout the country to measure educator effectiveness, the biggest change begins within the self. “But if we understand that even the simplest of comments or words of encouragement can make a life-changing impact on our students, the job seems a little less daunting” (Casas, 2017). Casas also provides a personal example of Mr. Morgan telling others about his own potential and how it made a world of difference to him when he was struggling with classes and teachers.

An important part of carrying the banner is inspiring the same for others. Leading by example can help other educators to take pride in their work, school, and want to make continual positive impact. When working in a difficult environment, such as a school, it is important that leaders surrounding themselves by others who keep them focused on what matters and allow themselves to be positively influenced by their colleagues and peers.

Be a Merchant of Hope

Educators and leaders must know that it is their job to play a role and take the first steps to building a positive school culture. A large part of building a positive culture, where students respect one another, and educators respect students, is making sure students are treated right and equitable. Equitable may not be “fair” to some, but it means giving each student an opportunity to succeed. By taking time to get to know each student and learning about them, their families, and how they feel, educators can be merchants of hope and let their students know they not only have high expectations for them, they will be there to support them when they need it. When teachers honor their word and students can trust them, it makes all the difference.

Casas goes on to describe that he learned as an assistant principal how imperative it is to connect and build relationships with students. He used a strategy called “Picking up the Pieces”, in which he would reach out to students after any disciplinary action was taken with them. He made it a point to let them know he had high expectations for them and listen to their thoughts/feelings and ask them questions (i.e. “Do you feel I treated your fairly?”, “Do you think I care about you?”, “Do you understand why you were disciplined?). He reflects on these practices as helping him to connect positively with students although their behavior was negative. Students need to feel that leaders care about them, but also have high expectations for them as they should have for themselves. While being a merchant of hope can feel like it is a trying job, great leaders know that it will be hard and choose to endure. Great leaders know that doubt is part of being an educator, view failures and difficult moments as teachable moments, and keep going no matter what. Merchants of hope understand that this change is for the long term and are committed to changing their belief systems to make a difference in their own and their students’ lives.

It’s Your Choice

Casas reflects on advice given to him by a colleague when he was advancing his way into administration… “Remember to spend less time focusing on your own accomplishments and focus more time on serving others, so they, too, can experience their own successes. Only then will you experience the sense of accomplishment you hope to achieve.” While Casas describes building relationships through interactions with students and truly listening to them, it can be difficult to do this and encourage others, but it is important that educators understand the commitment and time it takes to build a kind and compassionate school community focused on staying positive. Leadership can come from anyone in the school or community who is willing to go against the status quo and make a commitment to change and treating others with kindness and valuing everyone. By taking responsibility for their own personal and professional growth, educators can make a difference in the lives of their children and help model for their students how to create positive change.

Strong and Weak Points

Although Casas expresses his lack of confidence in this book, he can pull the reader in through personal experiences. Since he is an experienced educator and scenarios he discusses in the book are relatable for several educators, the reader can fully see the perspective of a negative thinker as well as a school leader. One of the most important issues he discussed in the book was the challenges that schools today. Casas strength in writing comes his ability to be relatable and his simple “fixes” to help build a positive community. Included in the chapters were “Culture Builders” and questions that can help educators reflect on their own practices. It also included some personal strtagies he used as an administrator and as a teacher with students that helped them see their own potential and feel valued. Culturize Every Student. Every Day. Whatever It Takes. is a realistic depiction of the negative school communities in society and the many factors that can contribute to making an environment negative. This book can either be motivating for educators through the strength of the personal connection, but it could also be something that educators feel does not entirely show them “how”. While Casas highlights important aspects of building a culture of change but putting it into practice can be extremely difficult on a school-wide scale. While there are many strengths in the book, Casas could have also addressed more strategies he used to help collaborate with teachers and colleagues when faced with negative thinking. He focused on self-awareness, but to get more people involved in the same practices is crucial.

Fullan and Casas

Michael Fullan and Jimmy Casas both emphasize the social piece of a culture of change. One thing that was completely the same was Casas’ use of the “3 R’s” and Fullan’s chapter four: relationships, relationships, relationships. Both Casas and Fullan believe that positive change is spread through social aspects and how much change can impact the lives of all in the school community. “So our purpose in this book is to understand change in order to lead it better” (Fullan, 2001). While Fullan is different in comparing schools to successful business, Casas mostly focuses on the focal point of the school and its’ people. Casas acknowledges that there are many challenges that schools face today, but he does not let them define how change through personal growth and relationships is reformed. Fullan presents many great models that could also be used in combination with Casas’ strategies in the school. One thing I found interesting is Fullan’s idea “the goal is not innovate the most” while Casas knows that not every single child will succeed with support from an educator but connecting with all students is the best model.

Conclusion

“We are blessed every day with the opportunity to help change the course of someone’s life with our words, actions, and our belief in their abilities. By changing our perspectives, we can change lives” (Casas, 2017).

Culturize Every Student. Every Day, Whatever It Takes is a great educational leadership book that highlights personal growth and self-awareness that can help educators become the best possible leaders they can be for their students and their school community. Through building relationships, honesty, believing in students, respecting their opinions, listening to them, and providing them with support, educators can teach them to be aware of themselves and their own actions and achieve their dreams. When students/teachers believe in themselves, they become more confident and successful. Casas outlines similarities he has seen in effective leaders. Effective leaders:

• Model a love for learning
• Value personal and trusting relationships
• Are empathetic
• Are extremely passionate
• Are flexible and adjust based on student feedback
• Teach kids, not content
• See students as partners
• Feed off student energy and then give it back

Among many other positive culture building qualities.

References

Casas, J. (2017). Culturize: Every student, every day, whatever it takes. San Diego, CA: Dave Burgess Consulting, Incorporated.

Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass.

About the Author:  I am Rebekah Caballero and this is my third year teaching ESE in South Florida. I moved from Pennsylvania straight out of college and it has been a very eye opening experience. II have been lucky enough to have some of my students for all three years and it has been so rewarding to watch them grow. In my short three years, I have grown a lot and also had many failures. One thing I appreciate about Jimmy Casas’ writing is how he encourages us to embrace and learn from our failures. As i know I have many failures and difficult experiences ahead of me, I take what Casas’ says about being a champion for students and taking the time to understand them to heart. We all strive to be the best teachers, but what makes us the best is that we are ourselves. Learning is a continuous process and I look forward to the many more years of learning I have ahead!

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U.S. Secretary of Education Betsy DeVos announced that the U.S. Department of Education will launch an initiative to address the possible inappropriate use of restraint and seclusion in our nation’s schools. The Office for Civil Rights (OCR), in partnership with the Office of Special Education and Rehabilitative Services (OSERS), will oversee this proactive approach which will protect students with disabilities by providing technical assistance and support to schools, districts, and state education agencies, and strengthen enforcement activities.

“This initiative will not only allow us to support children with disabilities, but will also provide technical assistance to help meet the professional learning needs of those within the system serving students,” Secretary DeVos said.  “The only way to ensure the success of all children with disabilities is to meet the needs of each child with a disability. This initiative furthers that important mission.”

The Department’s Initiative to Address the Inappropriate Use of Restraint and Seclusion will not only include components that help schools and districts understand how federal law applies to the use of restraint and seclusion, but the Department will also support schools seeking resources and information on the appropriate use of interventions and supports to address the behavioral needs of students with disabilities.

The Department’s initiative will include the following three components:

Compliance Reviews

• OCR’s 12 regional offices will conduct compliance reviews on recipients’ use of restraint and seclusion on children with disabilities.
• Compliance reviews will focus on the possible inappropriate use of restraint and seclusion, and the effect of such practices on the school’s obligation to provide a free appropriate public education (FAPE) for all children with disabilities.
• OCR will conduct compliance reviews and work with public schools to correct noncompliance.

CRDC Data Collection

• OCR will conduct data quality reviews and work directly with school districts to review and improve restraint and seclusion data submitted as a part of the Civil Rights Data Collection (CRDC).
• OCR will provide technical assistance to schools on data quality, to ensure that they are collecting and reporting accurate data relating to the use of restraint and seclusion.

Support for Recipients

• OCR will provide technical assistance to public schools on the legal requirements of Section 504 of the Rehabilitation Act relating to the use of restraint and seclusion on children with disabilities.
• OCR will partner with OSERS to provide joint technical assistance to support recipients in understanding how Section 504, Title II, and the Individuals with Disabilities Education Act (IDEA) informs the development and implementation of policies governing the use of restraint and seclusion.
• OSERS will support recipients identified by OCR through compliance reviews or through the complaint resolution process to ensure they have access to appropriate technical assistance and support.
• OSERS will support schools to ensure they have access to technical assistance and available resources as they establish or enhance environments where the implementation of interventions and supports reduces the need for reliance on less effective and potentially dangerous practices.
• OSERS will consider how current investments may be utilized to provide support and training to schools, districts, and states.
• OSERS and OCR will jointly plan and conduct webinars for interested parties related to the use of appropriate interventions and supports for all students.

“In collaboration with OSERS, we will work to ensure that recipients are aware of their legal obligation under Section 504 and Title II, and that we have accurate information and data on the use of restraint and seclusion,” said Assistant Secretary for Civil Rights Kenneth L. Marcus. “Working directly with schools and districts provides an excellent opportunity to help recipients and support their efforts toward compliance to ensure that all children have an opportunity to succeed in the classroom.”

“OSERS has long focused on improving results and outcomes for children with disabilities,” said Assistant Secretary for Special Education and Rehabilitative Services Johnny W. Collett. “Rethinking special education and challenging the status quo includes examining systems that keep us from making the kind of improvement we know is necessary. This initiative furthers our ongoing efforts to examine any practice that limits opportunities for children with disabilities.”

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By Samantha Ashley Forrest

Adams, D., Harris, A., & Jones, M. S. (2016). Teacher – Parent Collaboration for an Inclusive Classroom: Success for Every Child. Malaysian Online Journal of Education Sciences, 4(3).

Summary of Introduction

“Teacher – Parent Collaboration for an Inclusive Classroom: Success for Every Child” was conducted by Donnie Adams, Alma Harris, and Michelle Suzette Jones at the University of Malaysia. The study was published by Malaysian Online Journal of Education Sciences Volume 4 – Issue 3. The research focuses on Salamanca Statement of 1994 and Malaysian Education Act of 1996 which introduces inclusive education for all students (Donnie Adams, Alma Harris, Michelle Suzette Jones, 2016). According to the article, they define an inclusive education model as a “child’s right to equal education without discrimination and the school’s responsibility to accept them, to provide appropriate facilities and support to meet the needs of special education needs students (Donnie Adams, Alma Harris, Michelle Suzette Jones, 2016).” Inclusive programs are thought to help special educational need students establish friendship and gain acceptance among their general education peers. However, there are still not enough inclusive programs being utilized in Malaysian schools for secondary and primary settings. Only 6% of special education students attend inclusive programs and 5% are still attending special education schools. Furthermore, 89% of special education needs students are attending integrated programs (Donnie Adams, Alma Harris, Michelle Suzette Jones, 2016). By year 2021 to 2025, they believe that 75% of special education needs students will be enrolled in inclusive programs that are taught by teachers who will provide high quality education not just for general education students.

The researchers believe that collaboration between parents and teachers as a way to understand special education needs, communicating regarding special education needs, perceived roles when implementing their needs, and expectations of each other’s role with assisting special education needs students. Together working in “identifying what areas of students’ development need attention and determine together appropriate goals and objectives to achieve (Donnie Adams, Alma Harris, Michelle Suzette Jones, 2016).” Both parties need to be honest and supportive of each other’s roles and responsibilities.

Introduction Critique

The purpose of this research is to highlight inclusive programs utilized in Malaysian public schools for primary and secondary settings. As stated, “There is relatively little evidence on inclusion in developing nations such as Malaysia (Donnie Adams, Alma Harris, Michelle Suzette Jones, 2016).” Inclusive programs have been the latest trend in special education, not just in Miami-Dade County Public Schools, but the United States as a whole. Inclusive programs reinforced the idea that all students—regardless of disabilities—deserve the right to attend and participate in highly qualified education programs. The United States has laws enforced to prevent discrimination in their educational systems, such laws as the Education for All Handicapped Children Act, the Education of the Handicapped Act Amendments, and the Individuals with Disabilities Education Act Amendments. The laws noted collaboration between teachers and parents as an essential component.

Inadequate forms of collaboration can have a negative influence a child’s educational experiences. Rather having a unified team approach, some countries have teacher-parent collaboration as only a need to know bases referring to consultative services. Teachers and parents need to work as a cohesive team. Teachers provide resources that can be reinforced in school and home. Parents can encourage and help assist their child carry out their academic responsibilities. Both need to work together to recognize their shared interests and responsibilities for the child. As a team, teachers and parents, can find better opportunities for the child (Donnie Adams, Alma Harris, Michelle Suzette Jones, 2016). Lack of collaboration can increase the chances of a special educational need students going into a downward spiral when in the general education setting without their teacher-parent team working together.

Summary of Methodology

The study used a mixed-methods approach by operating both quantitative and qualitative methods.  The reasoning behind mixed-methods is to enrich data and avoid interpretation of isolated experiences. The researchers used quantitative data as the core of the study creating 34 items using a Five Point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). The questionnaire measured each role of the teacher and parent differently and their expectations. From the questionnaire, participants were selected to have semi-structured interview sessions that were recorded. Participants were labeled as Teacher 1 to Teacher 6 and Parent 1 to Parent 5. This was strictly confidential to avoid discrepancies.

The study took place in 10 Malaysian public schools that the government funded inclusive programs for primary and secondary schools. The questionnaire was given to 95 teachers and 104 parents (Donnie Adams, Alma Harris, Michelle Suzette Jones, 2016). The participants there were selected by frequent attendances of Individual Education Programs (IEPs) meetings which guarantees diversity among participants’ experiences. Out of the 104 parents, only 68 parents were selected for further analysis.

Methodology Critique

The use of mix-methods gives the understanding of a snapshot into what is currently being done in Malaysian schools for inclusive programs. The Five Point Likert scale provides quantitative data that can be averaged out. This provides detailed views on roles and expectations of each party. Qualitative semi-structured interview gave a better understanding of questionnaire, adding more information and enriching the study. To avoid confusion between participants coding the semi-structured interviews based on role rather name. It prevents possible biases from occurring. 

Summary of Result

The demographics of each group was between teacher and parents in Malaysian schools. Majority of the teacher participants were females within the age range of 30 to 39 years old that held a bachelor’s degree, 78.9%. None of teachers held a doctorate degree. On average the teachers worked in the special education as their area of concentration, 85.3%. Of that group, they have been involved in special education practices in their school for about 6 to 8 years, 25.3%. The genders of the parents that participated are 47.1% male and 52.9% women. There is a low percentage of parents holding anything higher than a diploma that was 39.7%. Parents seemed to have been more attenuative with IEP meetings by participating more than 3 times, 51.4%.

The results of from the teachers’ perspective among collaboration with parents were averaged out of the 95 participants. “Understanding about special educational needs” was 3.65, which was the highest among of indicators followed by “Expectations of each other’s role in implementing special educational needs” with 3.57. The lowest was “Their perceived roles in implementing special educational needs” with 3.43. The semi-structure interviews elaborated on the teachers’ “Understanding about special educational needs.” Some of the selected participants were explaining that students required individual needs with specific strategies and methods that are suitable for them (Donnie Adams, Alma Harris, Michelle Suzette Jones, 2016).

Parent’s perspective among collaboration with teachers were averaged out of the 68 participants. The highest average was “Expectations of each other’s roles in the implementation of special educational needs” with 3.86 compared to the lowest was “Understanding about special educational needs” was 3.69 (Donnie Adams, Alma Harris, Michelle Suzette Jones, 2016). Parents voiced that teachers would communicate effectively of needs of their children. They were contented with the services that their children were receiving at their school.

Result Critique

Based off the demographics of teachers, there was a low percentage of teachers working in the special education field for practices involved in their school. This correlates with the Malaysian schools having low enrollment of the inclusive programs. The high percentage of none degrees for parents was not alarming considering it is still a developing country. Moreover, the United States is an industrial country that has similar discrepancies among educated parents with resources available. Malaysian parents have a relevantly good percentage of participating in IEP meetings.

The results of the teachers’ perspective were quite reasonable with their experience of more than 3 years in the field of special education was 78.9%. They mention repetition to help children with special educational needs to master a given activity. Even noting, “A special educational needs teachers need a lot of patience and need a lot of learning from the student, and parents too (Donnie Adams, Alma Harris, Michelle Suzette Jones, 2016).” Referring that special educational needs teacher need to work with parents by gaining knowledge to equip the students with the necessary skills in the mainstream setting.

The parents’ perspective results seem to be flipped with the teachers’ perspective results considering the “Understanding of special educational needs” and “Expectations of each other’s role in implementation of special educational needs”. Parents seemed to be more confident with their teacher’s methods and practices at their school. They work together to reinforce the materials taught in school at home, creating a balance between home and school.

Summary of Discussion

This study explores the roles and expectations among teachers and parents in a Malaysian public school that offered inclusive programs regarding collaboration. The researchers examined the understanding of special educational needs, communicate needs of students with special educational needs, implementing perceived roles and expectations of each other’s role in taking care of students between teachers and parents. Teachers suggested custom activities to best fit the needs of each students, hence the need for individualized educational plans to be based on student’s areas of concern.

Parents were appreciative that teachers kept them in the loop of what they needed to know about their child. Children’s social interactions are influenced by parents, family, and peers. Students who need special educational needs demonstrated the understanding of social function among their general educational peers. This indicates acceptance amongst each other.

Discussion Critique

The findings agree with the expectations and roles among parents and teachers with collaboration. Teachers expressed that each student is different and should be taught specific methods that relate to their different needs. With patience and practice students should be able to meet their goals at their pace. Teachers learn from their students by observing their learning habits to modify lessons to work for their diverse learners. Malaysian parents appear to be supportive of the quality of education their children are receiving. “Parents seemed to be rather contented with the service teachers gave in special educational needs implementation (Donnie Adams, Alma Harris, Michelle Suzette Jones, 2016).” Collaboration enables knowledge to be shared and reflected in educational practices; which is the key component of a special educational need student’s educational success.

Summary of Conclusion

The research provides an insight to the level of collaboration with teachers and parents in Malaysian public schools regarding students with special educational needs. The study conducted investigated real teachers and real parents to participate with communicating the needs of their students. The school used for this study proves that teachers and parents need to work together to give students the best education possible. The evidence gathered explores the different topics of roles and expectations for both teachers and parents.

Conclusion Critique

The researchers did not over generalize the findings considering the limits of inclusive programs available in Malaysia. Rather they suggest their research is just the starting point for the journey of inclusive programs in Malaysia. Researchers should investigate different approaches of inclusion that could be implemented by studying different countries’ methods and practices. 

Offering parental resources could enrich parents with more knowledge of what is available for their special educational needs child and getting them more involved in school. Parents can learn more about inclusive programs that would increase enrollment of the program.                

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By Emily Glick

Burgess, S., & Houf, B. Lead like a pirate: Make school amazing for your students and staff. San Diego, CA: Dave Burgess Consulting, 2017.

Are you ready to put your skills to the test and see if you should walk the plank? Shelley Burgess and Beth Houf share their experiences transitioning from the classroom and into leadership positions where they took chances and lead their schools like true pirate captains. The purpose of the book is to inspire educational leaders to take a look at their current practices and evaluate their effectiveness within the culture of the school. The authors used pirate analogies to get their viewpoint across that education does not have to be dull. In order to be an effective leader, you must follow the PIRATE philosophy, implement skills and tips to avoid mutiny from your crew, and learn how to not only better those around you, but also yourself.

The book has four major sections. The first focuses on attributes that are important to exhibit as a leader. The philosophy of what defines a PIRATE leader are passion, immersion, rapport, ask and analyze, transformation, and enthusiasm. This philosophy was developed by Dave Burgess in “Teach Like a PIRATE” and carried over to show that the same foundations are required to also be a great educational leader. Passion is a common theme throughout the book with the author’s stating that “everyone wins when highly effective leaders bring their passion to work.” The author goes on to describe what it feels like to be in this kind of school and it makes you reflect on your own situation. The second section focuses on “leadership treasure” which are tips and strategies to help guide your practice. A few examples are to be proactive and avoid placing blame, don’t assume the intent of others, and placing emphasis on your staff over everything else. The author’s encourage the reader to “find the magic in people, not programs.” This emphasis on supporting your staff and building rapport is continuously touched on while following fads is discouraged without taking the time to analyze their purpose. The third section deals with coaching staff and having productive feedback and conversations. These conversations are referred to as “ANCHOR conversations” and for each component of ANCHOR, the final tip is to “say thank you!” Productive conversations need to be seen and felt as a positive exchange. The final section reflects on how to encourage and grow while within a leadership position and a warning of what may happen if you neglect this component. Beth Houf divulged that she “hit a wall…and considered leaving the profession” because of the isolation she felt. Even when leading, growth is a necessity.

Going back to passion and incorporating it into every aspect of your life, including your career, it was evident that the authors were extremely passionate about the topic and their professional careers making the book a joy to read and constantly feeling inspired. The first, third, and fourth sections were very developed and concise, but the second section was fairly sporadic with a random list of topics. While each topic was insightful, the ideas were only skimmed over and most information stayed on the surface and avoided the depth of the ocean.

Compared to Michael Fullan’s “Leading in a Culture of Change”, both highlighted the importance and pitfalls of change within education. Whereas Fullan focused on understanding the change and creating a cohesive group with common goals, Houf and Burgess placed more emphasis on engagement and shaking up the system with out of the box ideas. “Leading in a Culture of Change” was written more as a “how to” with research and backing for philosophy as opposed to “Teach Like a PIRATE” that relied heavily on personal anecdote and experiences from the author’s.

The engagement and passion were evident throughout this book and definitely has me looking for the “X” that marks the spot of the treasure within my school.

References

Burgess, S., & Houf, B. (2017). Lead like a pirate: Make school amazing for your students and staff. San Diego, CA: Dave Burgess Consulting.

Fullan, M. (2007). Leading in a culture of change: Personal action guide and workbook. San Francisco, CA: Jossey-Bass.

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* Special Education Teacher – Philadelphia, PA – The Invo-Progressus Team has incredible opportunities for Special Education Teachers…or, as we like to call them, Superheroes. If you use your super powers to help ensure that children have access to the best education possible in the least restrictive environment, we would love for you to join the Invo-Progressus team! To learn more – Click here

* Special Education Teacher – Chicago, IL – The Invo-Progressus Team has incredible opportunities for Special Education Teachers…or, as we like to call them, Superheroes. If you use your super powers to help ensure that children have access to the best education possible in the least restrictive environment, we would love for you to join the Invo-Progressus team! To learn more – Click here

* Special Education Teacher **New Hiring Incentives* – **Ask about our $4,000 Sign-on/Retention Payment; $2,000 Relocation Assistance** Youth Villages’ Residential Treatment programs serve children with emotional and behavioral problems.  Our residential campuses provide the setting for an intensive treatment program that combines the unique balance of structure and freedom. This enables children and their families to identify, understand and cope with their individual needs and develop the skills necessary to succeed in less restrictive settings. To learn more – Click here 

* Physical Education Teacher – Jewish Child & Family Services (JCFS) provides vital, individualized, results-driven, therapeutic and supportive services for thousands of children, adults and families of all backgrounds each year. The Physical Education Teacher works with children (K – 22) with emotional and behavior disorders, which may include aggressive behaviors, in a therapeutic physical education setting. To learn more – Click here 

* Special Education Teacher  – The Arc Kohler School, Mountainside NJ is a leading collaborative private special education school serving student’s preschool age through high school. We meet the unique needs of children with developmental disabilities. The Arc Kohler School is seeking a Special Education Teacher to work full-time with their unique population. Full-time, 8:30 am to 3:00 pm – To learn more- Click here

* Special Education Teacher – APTS® offers teachers an extremely supported environment in and out of the classroom. In the classroom, Program Facilitators help to present individualized lessons as well as support students through behavioral episodes. Both in and out of the classroom, teachers can rely on their pod’s Data Analyst, Behavior Analyst, and Education Specialist to assist in developing and reaching student academic and behavioral goals. To learn more – Click here

* Special Education Teacher-Grades K-12 – K12 is a dynamic company on a mission to provide the most compelling, comprehensive, and effective K-12 education available. Our employees are a critical part of an organization that is providing powerful, new options for the way children can be educated. They have a passion for education and a drive to make a difference. We pride ourselves on maintaining the highest level of integrity. To learn more – Click here

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Acknowledgements

Portions of this or previous month’s NASET’s Special Educator e-Journal were excerpted from:

• Center for Parent Information and Resources
• Committee on Education and the Workforce
• FirstGov.gov-The Official U.S. Government Web Portal
• Journal of the American Academy of Special Education Professionals (JAASEP)
• National Collaborative on Workforce and Disability for Youth
• National Institute of Health
• National Organization on Disability
• Substance Abuse and Mental Health Services Administration
• U.S. Department of Education
• U.S. Department of Education-The Achiever
• U.S. Department of Education-The Education Innovator
• U.S. Department of Health and Human Services
• U.S. Department of Labor
• U.S. Food and Drug Administration
• U.S. Office of Special Education

The National Association of Special Education Teachers (NASET) thanks all of the above for the information provided for this or prior editions of the Special Educator e-Journal

To View or Download a PDF file for this issue of the Special Educator e-Journal  –  CLICK HERE

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