Special Education

Ms. Carr, a general education teacher, and Ms. Stevens, a special education teacher, had worked as a cooperative teaching team in an inclusion program for several years. Things had gone well over the years, and the teachers tried to improve their program each year. This year they decided to focus on family involvement. Because they had found in the past that many families did not know much about inclusion and their program, the teachers decided to have a meeting to explain their inclusion pro- gram to families.

The teachers developed a family needs assessment survey to identify what aspects of the program families would like to know more about, as well as to solicit questions they might have about the program. The needs assess- ment also asked families to identify the best dates and times for scheduling the meeting and accommodations they might need in order to attend. The teach- ers used this information to develop goals for the meeting and a schedule of appropriate activities.

There was a good turnout of family members. After introductions, Ms. Carr and Ms. Stevens explained the idea of inclusion and discussed the philosophy and goals of the school’s program, the day’s schedule, communication with families, and other issues. The class-

room paraeducators explained their responsibilities as well, and noted how fortunate the class was to have this addi- tional support for all the students in the class. The teachers discussed the research on inclusion in language that families could understand, and cited examples of how their students had grown academically and socially. Family members of a former student spoke about the program and its impact on their child.

At the meeting, the teachers respond- ed to questions from family members, including “Does the class have comput- ers?” and “How does the teaming work?” One family member asked, “If there are two teachers in a class, which one is my child’s ‘real’ teacher?” which enabled Ms. Carr and Ms. Stevens to describe their approach to team teaching. They concluded the meeting by thanking fam- ilies for attending and participating, and invited them to visit and volunteer in the class. They also provided families with materials from the state education department and a handout of relevant Web sites.

Ms. Carr and Ms. Stevens asked the family members to complete a departure survey to assess their satisfaction with the content, activities, organization, and scheduling of the meeting. Several fami- ly members indicated that they would

like to learn more about how they could support the inclusion program, and oth- ers requested that the teachers periodi- cally provide them with updates on the inclusion program. Following the infor- mational meeting, the professionals met to evaluate the success of their meeting, review feedback from family members, and plan the next meeting.

Family involvement and support is an important factor in the success of inclu- sion programs (Palmer, Fuller, Arora, & Nelson, 2001; Salend, 2005). Ms. Carr and Ms. Stevens were aware of the range of family experience and opinions regarding inclusion programs (see box, “What Does the Literature Say About Family Responses to Inclusion Pro- grams?”), which can significantly affect a family’s participation. Rather than assuming that family members under- stood inclusion programs and were pleased with their child’s placement in an inclusive classroom, they created an opportunity to explain their inclusion programs to families.

This article builds on the experiences of Ms. Carr and Ms. Stevens to present guidelines, strategies, and resources educators can use to share information with family members about, and conse- quently develop support for, their inclu- sion programs.

6 ■ COUNCIL FOR EXCEPTIONAL CHILDREN

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Explaining Your Inclusion Program to

Families Spencer J. Salend

I m p r o v i n g S t u d e n t S e r v i c e s

Respect and Ensure Confidentiality Educators must at all times respect and ensure the confidentiality of students and their families, including when they are talking about the range of learning styles and needs within their class- rooms (Fleury, 2000). In addition to pro- tecting student and family rights to pri- vacy with respect to student records, confidentiality means that teachers, administrators, and staff should not

• Reveal personally identifying infor- mation about students (e.g., their disability or immigration status, medical condition and needs, test scores, etc.) and families to others.

• Speak or write about students and families in public ways and places (e.g., staff room, meetings with other families, college classes and inser- vice sessions, etc.) that allow specif- ic students to be identified.

If educators feel that it is necessary to share information about a student with someone who is not directly involved in delivering the student’s educational pro- gram, they must specify the exact infor- mation to be shared and obtain written permission from the student’s family.

Plan the Meeting The first step is to identify the goals for the meeting and to develop a schedule of appropriate activities. The schedule should allow enough time to implement the planned activities and to discuss rel- evant issues and address family ques- tions, experiences, and concerns. Distributing a family needs assessment (Figure 1) will assist in this endeavor; by highlighting family perceptions regarding inclusion programs, and pro- viding some indication of family will- ingness to participate in informational meetings and the program itself, it establishes the issues and questions that meeting planners need to address. It also provides essential information for logistical planning (the best time and place for the meeting, and travel and/or child-care needs).

Once the meeting has been sched- uled, teachers should contact potential attendees with information on the time,

place, purpose, and duration of the meeting, and a description of the planned content. Because families are structured in many different ways, the notice should encourage family mem- bers to invite others as well. The notice also can provide families with helpful hints for taking part in the meeting by identifying important materials to bring, listing which school personnel will attend, and listing questions or sugges- tions to help them participate in the meeting. For example, before their ini- tial meeting, Ms. Carr and Ms. Stevens asked each family to think about their goals for their child’s educational pro- gram and their perceptions of their child’s feelings about school, as well as

other questions they might have had. Follow-up reminders to families via mail, e-mail, or telephone may enhance meeting attendance.

TEACHING EXCEPTIONAL CHILDREN ■ MAR/APR 2006 ■ 7

Families of children with disabilities may feel that inclusion:

❏ fosters the academic achievement of their children;

❏ provides their children with increased friendships;

❏ gives their children greater access to positive role models;

❏ offers their children a more challenging curriculum;

❏ prepares their children for the real world;

❏ improves their children's self- concept, and language and motor skills;

❏ increases the sensitivity of children without disabilities;

❏ results in a loss of individualized accommodations, curricula, and services for their children;

❏ places their children at risk of being ridiculed; and

❏ lowers the self-esteem of their children.

(Gallagher et al., 2000; Palmer et al., 2001; Pivik, McComas, & Laflamme, 2002; Seery, Davis, & Johnson, 2000).

Families of children without disabilities may believe that inclusion:

❏ does not interfere with the education of their children;

❏ fosters a greater tolerance of human differences in their children;

❏ benefits children with disabilities;

❏ results in less teacher attention for their children; and

❏ can cause their children to develop inappropriate behaviors.

(Giangreco, Edelman, & Cloninger, & Dennis, 1993; Hanson et al., 2001; Hunt, Hirose-Hatae, Doering, Karasoff, & Goetz, 2000; Reichart et al., 1989).

What Does the Literature Say About Family Responses to Inclusion Programs?

Family members have varied views of and experiences with inclusion. Although the perceptions and reactions of families of children with and without disabilities toward inclusion are often positive, family members also have important concerns that need to be considered (Garrick Duhaney & Salend, 2000).

Rather than assuming that family

members understood inclusion

programs and were pleased with

their child’s placement in an

inclusive classroom, they created an

opportunity to explain their

inclusion programs to families.

Determine Appropriate Learning Activities The needs assessment information can help determine the schedule of events, including the content, format, and length of various learning activities. Although it is possible to share informa- tion about inclusion programs with fam-

ilies via print materials, multimedia, role-playing, simulations, and Internet Web sites, teacher-led presentations and group discussions are excellent ways to help families understand inclusion and to introduce and discuss important aspects of inclusion programs with them. Video materials are useful sup-

plementary materials because they pro- vide a visual image and a model, and can be paused to discuss, review, or replay the content. Print materials can help families extend their knowledge of inclusion and provide them with access to additional information and resources. For example, Ms. Carr and Ms. Stevens

8 ■ COUNCIL FOR EXCEPTIONAL CHILDREN

Dear [Name of Family]:

We look forward to having your child in our “inclusive classroom” this year; our students reflect a wide range of gifts, abilities, and learning styles. Children in inclusive classrooms have access to a developmentally appropriate curriculum, and to related support services. Inclu- sive classrooms often include both general education and special education teachers and/or a specialist, or a com- bination of educators, special- ists, and paraprofessionals.

In addition to ongoing staff professional development, the successful inclusive classroom requires collaboration among families, teachers, and admin- istrators. To this end, we are planning a meeting to explain our school’s inclusion program to parents and to answer any questions you might have.

It will help us to develop top- ics for discussion, and respond to the information needs of the families in our class, if you take a moment to complete this survey. Thank you for your support and assistance.

[Signed by teacher(s), specialist, paraeducators, and principal]

1. I am interested in attending a community meeting addressing our school’s inclusion program. [ 1 2 3 ]

2. The best time for our family to attend a meeting is

[ M T W T F ] [ Mornings / Afternoons / After school / Evenings ]

Please list any transportation, child care, or other special circumstances that you and your family need to attend the meeting: ________________________________________________________________

________________________________________________________________

3. I am interested in learning about the principles and goals of the “inclusive classroom.” [ 1 2 3 ]

4. I am interested in learning about our school’s inclusion program. [ 1 2 3 ]

5. I am interested in learning more about how inclusion programs work. [ 1 2 3 ]

6. I am interested in learning about the impact from learning in an inclusive environment on my child. [ 1 2 3 ]

7. I am interested in learning about how I can participate in our school’s inclusion program. [ 1 2 3 ]

8. I have specific questions about our school’s program, and my child’s participation in an inclusive classroom: ________________________________________________________________

________________________________________________________________

9. I have personal experiences with inclusion that I would like to share with other families. [ yes / no ]

(Please provide your telephone number and e-mail address, if you are willing to share your experience at our community meeting.) ________________________________________________________________

________________________________________________________________

1 = not interested, 2 = interested, and 3 = very interested.

Name ______________________________ Phone Number ___________________

Figure 1. Sample Family Needs Assessment

gave family members print materials from the state education department and a handout listing Web sites for addi- tional information about inclusion.

Guest speakers can also be an effec- tive way to educate families about inclu- sion and inclusion programs. Family members of children with and without disabilities can speak about their experi- ences with inclusion (Hartwell, 2001), parent-to-parent; Ms. Carr and Ms. Stevens asked family members of a for- mer student to speak at their introducto- ry meeting. Potential guest speakers also can be identified through local commu- nity agencies, professional and advocacy organizations, and special educator referrals. It is important to carefully identify, select, and prepare guest speak- ers, and determine if it is appropriate to have a panel (Shapiro, 1999). Every guest speaker should be able to present inclusion in a positive light, and foster positive attitudes; speak in an open and honest way; use language that families can understand; and share meaningful stories and examples. Meeting planners should meet with guest speakers in advance to discuss the goals of the pres- entation, topics to be covered, and con- fidentiality issues.

Conduct the Meeting The meeting should set a positive tone and encourage understanding, partici- pation, and collaboration. A good way to start the meeting is to welcome everyone, and ask all attendees to intro- duce themselves. After reviewing the agenda and the purpose of the meeting, it can begin on a positive note with pro- fessionals highlighting the importance of diversity and learning about individ- ual differences as significant features of an education in our diverse and ever- changing society. Teachers can then introduce and describe their own inclu- sion program, and discuss how the pro- gram benefits all students and address- es individual strengths and challenges.

When sharing information about their inclusion programs with families, all presenters should make sure the information is easily understood by using language that is direct, avoiding professional jargon, explaining key ter- minology, checking periodically for

understanding, and paraphrasing and summarizing important points; and by sharing stories and examples to illus- trate concepts and definitions, and showcasing materials such as work samples, test results, and anecdotal records to support and clarify their com- ments.

Orally presented information can be more concrete and understandable when accompanied by visuals such as illustrations, charts, diagrams, advance organizers, overheads, and slideshow presentations. Some teachers find it helpful to supplement their presenta- tions by using video and the Internet to access and share information, and easels or chalkboards to record ideas and high- light important points (Rock, 2000). Interpreters and translators should be available to assist non-native English- speaking families (Al-Hassan & Gardner, 2002), or those with hearing impair- ments. (See box, “Encouraging Family Participation and Collaboration.”)

Every guest speaker should be able

to present inclusion in a positive

light, and foster positive attitudes.

Since collaboration is an essential aspect of effective inclusion programs (Salend, 2005), teachers might want to use a collaborative presentation style at the meeting, varying responsibilities so that all educators have similar opportu- nities to present important information, assume a leadership role, respond to questions, and interact with families. Teachers also can communicate in terms of “we” and “our” rather than “I” and “my,” and make sure that the con- tributions of all team members and their impact on all students are recognized.

The meeting should conclude on a positive note by summarizing the issues discussed, inviting family members to visit and volunteer in the class, and providing families with additional infor- mation about inclusion (e.g., a listing of Web sites, DVDs/videos, and articles, books, and other print materials). Since family involvement and education are

long-term processes, the agenda should include follow-up activities and plans for future meetings. For example, in the case of Ms. Carr and Ms. Stevens, some family members indicated that they would like to learn more about how they could support the inclusion pro- gram, and others asked the teachers to provide them with periodic updates on the inclusion program.

Evaluate the Meeting Meetings with family members should be continually evaluated to assess their usefulness and success in achieving intended outcomes. Feedback from fam- ilies and professionals can identify fac- tors that should be replicated in future meetings, as well as pinpoint aspects of the meeting that need revision; a post- meeting assessment provides the basis for an action plan for successful future meetings.

Exit surveys assess attendees’ per- ceptions of the content, format, and scheduling of the meeting; examine the impact of the meeting on their under- standing of the inclusion program;

TEACHING EXCEPTIONAL CHILDREN ■ MAR/APR 2006 ■ 9

Encouraging Family Participation and Collaboration

At your introductory meeting with new families

❏ Feature other parent-speakers with personal experience in inclusion programs.

❏ Provide time for family members to ask questions.

❏ Initiate discussion with open- ended rather than yes/no questions.

❏ Group family members in cooperative learning groups.

❏ Listen attentively. ❏ Be aware and respectful of

cultural differences. ❏ Use humor. ❏ Respond to comments and

questions with empathy, understanding, and sensitivity.

❏ Outline positive ways of addressing family concerns.

❏ Acknowledge and reinforce participation (“That’s a good point”; “I’ll try to incorporate that”; Dabkowski, 2004).

identify questions and informational needs they have about the inclusion program; and delineate preferences for future meetings. Surveys using a yes/no or true/false format, or those using a Likert-type scale, are easiest to complete and therefore have a higher response rate than open-ended questions. Ms. Carr and Ms. Stevens’s survey asked family members to rate their satisfaction with the content, activities, organiza- tion, and scheduling of the meeting, and to identify the issues they wanted future meetings to address.

Periodically throughout the school year, teachers can distribute follow-up surveys or interviews that focus on (a) family beliefs and concerns about inclu- sion, (b) the experiences and percep-

tions of children regarding the inclusion programs, and (c) the impact of the inclusion program on the children (Davern, 1999; Pivik et al., 2002). Surveys and interviews also can address satisfaction with the quality of the edu- cational program, communication with school personnel, family roles in imple- menting inclusion, and the inclusion practices of the school and the district. Salend (2005) offers sample survey items and interview questions that can be used to assess the perceptions, expe- riences, and satisfaction of families con- cerning inclusion programs.

Reflection is a particularly good way for teachers to evaluate their meeting with families and critically assess their professional practices (Dabkowski,

2004) and can serve as a framework for determining the meeting’s strengths, problems, and misunderstandings as well as problem-solving the steps that can be taken to improve it (see Figure 2).

Since family involvement and

education are long-term processes,

the agenda should include

follow-up activities and plans

for future meetings.

Final Thoughts The support of family members is vital to the success of inclusion programs. However, since the quality and extent of family member support may be related to their understanding of inclusion pro- grams, educators need to offer family education sessions that explain their inclusion programs. The guidelines in this article for planning, implementing, and evaluating meetings to help family members learn about inclusion pro- grams provide a basic template that teachers and schools can adapt to fit the unique needs of their communities.

References Al-Hassan, S., & Gardner, R. (2002). Involv-

ing immigrant parents of students with disabilities in the educational process. TEACHING Exceptional Children, 34(5), 52–59.

Dabkowski, D. M. (2004). Encouraging active parent participation in IEP team meetings. TEACHING Exceptional Child- ren, 36(3), 34–39.

Davern, L. (1999). Parents’ perspectives on personnel attitudes and characteristics in inclusive school settings: Implications for teacher preparation programs. Teacher Education and Special Education, 22(3), 165–182.

Fleury, M. L. (2000). Confidentiality issues for substitutes and paraeducators. TEACH- ING Exceptional Children, 33(1), 44–45.

Gallagher, P. A., Floyd, J. H., Stafford, A. M., Taber, T. A., Brozovic, S. A., & Alberto, P. A. (2000). Inclusion of students with mod- erate or severe disabilities in educational and community settings: Perspectives from parents and siblings. Education and Training in Mental Retardation and Developmental Disabilities, 35, 135–147.

Garrick Duhaney, L. M., & Salend, S. J. (2000). Parental perceptions of inclusive

10 ■ COUNCIL FOR EXCEPTIONAL CHILDREN

Figure 2. Reflective Questions for Teachers and Administrators

❏ Were we prepared, and did we help others prepare for the meeting? ❏ Did we schedule the meeting at a time and place that was convenient for

family members and professionals? ❏ Did we address the special circumstances of families that might prevent

their attendance? ❏ Did we solicit agenda suggestions from families and other participants? ❏ Do we need to revise our needs assessment? ❏ Did we carefully identify, select, and prepare guest speakers? ❏ Were the purposes of the meeting clear to all? ❏ Did we allow enough time for the meeting? ❏ Did we create a positive, welcoming, respectful, and comfortable environ-

ment? ❏ Did the meeting occur without interruptions? ❏ Did we address the issues, questions, and concerns participants wanted to

discuss? ❏ Did we allow enough time to implement the planned activities? ❏ Were the content, format, and length of the learning activities appropriate? ❏ Did all participants have enough opportunities and time to present their

opinions, ask questions, and receive feedback from others? ❏ Did we use examples, stories, humor, student work samples, visuals,

multimedia, and relevant research to support our comments? ❏ Did we listen attentively and acknowledge and encourage participation

from others? ❏ Did we communicate in a clear, nonthreatening manner, using language

that others could understand? ❏ Did we use a collaborative presentation style? ❏ Did we accommodate the cultural, linguistic, and experiential backgrounds

of our families? ❏ Did we end the meeting effectively? ❏ Did we respect and protect the confidentiality of students and their

families? ❏ Did we assess family members’ satisfaction with the meeting and identify

their preferences for future meetings? ❏ What steps could we take to improve our meetings with families?

educational placements. Remedial and Special Education, 21, 121–128.

Giangreco, M. F., Edelman, S., Cloninger, C., & Dennis, R. (1993). My child has a class- mate with severe disabilities: What par- ents of nondisabled children think about full inclusion. Developmental Disabilities Bulletin, 21(1), 77–91.

Hanson, M. J., Horn, E., Sandall, S., Beckman, P., Morgan, M., Marquart, J., et al. (2001). After preschool inclusion: Children’s educational pathways over the early school years. Exceptional Children, 68, 65–83.

Hartwell, R. (2001). Understanding disabili- ties. Educational Leadership, 58(7), 72-75.

Hunt, P., Hirose-Hatae, A., Doering, K., Kara- soff, P., & Goetz, L. (2000). “Community” is what I think everyone is talking about. Remedial and Special Education, 21, 305–317.

Palmer, D. S., Fuller, K, Arora, T., & Nelson, M. (2001). Taking sides: Parent views on

inclusion for their children with severe disabilities. Exceptional Children, 67, 467–484.

Pivik, J., McComas, J., & Laflamme, M. (2002). Barriers and facilitators to inclu- sive education. Exceptional Children, 69, 97–107.

Reichart, D. C., Lynch, E. C., Anderson, B. C., Svobodny, L. A., Di Cola, J. M., & Mer- cury, M. G. (1989). Parental perspectives on integrated preschool opportunities for children with handicaps and children without handicaps. Journal of Early Inter- vention, 13, 6–13.

Rock, M. L. (2000). Parents as equal part- ners: Balancing the scales in IEP develop- ment. TEACHING Exceptional Children, 32(6), 30–37.

Salend, S. J. (2005). Creating inclusive class- rooms for all: Effective and reflective prac- tices (5th ed.). Columbus, OH: Merrill/ Prentice-Hall.

Seery, M. E., Davis, P. M., & Johnson, L. J. (2000). Seeing eye-to-eye: Are parents and professionals in agreement about the ben- efits of preschool inclusion? Remedial and Special Education, 21, 268–278, 319.

Shapiro, A. (1999). Everyone belongs: Chang- ing negative attitudes toward classmates with disabilities. New York: Routledge- Falmer.

Spencer J. Salend (CEC NY Federation Chapter #615), Professor, Department of Educational Studies, State University of New York at New Paltz.

Address correspondence to Spencer J. Salend, State University of New York at New Paltz, 9 South Oakwood Terrace, New Paltz, NY 12561 (e-mail: [email protected]).

TEACHING Exceptional Children, Vol. 38, No. 4, pp. 6–11.

Copyright 2006 CEC.

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