502 Discussion 4

Colleague #1- Zandra U Fountain-Anderson

Effective communication techniques for a teacher that has a student with an Individualized Education Plan (IEP). As the teacher, I would send a letter home to the parents and an e-mail with the same letter attached requesting for any meeting about the child’s IEP. Also, inform the parent of the problem with the child not willing to take advantage of modifications outline in the plan. As the teacher, I’m in the room with the child and have observed the child. The teacher feels that it’s a problem that the child is not taking full advantage of modifications outline in the plan. The child feels that there is no problem and not taking advantage of modifications outline in the plan. The teacher must establish trust and respect. Teachers must treat each party as an equal partner (parent, student, special education caseworker, and guidance counselor) in this situation.             

Parents feel valued when teachers work in partnership with each other. Ineffective communication changes the outcome when the parent and teacher are not on the same page. If the parent and the child doesn’t feel that the IEP is needed anymore. Then the teacher is fighting alone, and it may result in the child not having the needed support services. The obstacles/barriers to effective communication that I can identify if the parent feels that her child doesn’t need the IEP anymore and have the case closed, but the teacher see where the child can benefit from the services. The child will be losing, at the end of the day.

Colleague #2- A’Kerria Moore

Hello class, 

I would communicate with every member of the team to determine what strategies we could use with this student. I believe we should find out the reason(s) the student is refusing the modification. The reasons could include the student not wanting to change his or her daily agenda or the student not wanting to cause attention to his or herself to their peers. For whatever reason it may be, the modification can not be implemented until the student is ready to accept it. I believe it would be best for the student to give his or her opinion on modification and strategies that could be done to limit the reasons so that the modification can be used. Ineffective communication could change the outcome by either member having a negative attitude towards the students opinion or trying to force the modification on the student without listening to the student's perspective of the modification. The obstacles to effective communication that can be identified is active listening and interest shown.