Exceptional Children Chapter 3

The beginning of Chapter 3 lays out the three main factors that are associated with the relationship between exceptional parents and the classroom. These parents over the years have provided many beneficial changes because they would advocate for their children 's’ disabilities. Educators also seek parental involvement because studies show that a student’s grades tend to improve when the parents are actively involved with helping their student academically at home. The positive results that come from both statements above links to the judicial mandates that require parents to be informed and involved with their student’s education. The goal once again is to make sure these students have as much resources as possible to help them learn the curriculum. …show more content…
Once the parents of disabled children are discussed, Chapter 3 discusses how to create and maintain a professional connection with the parents. This sections includes tips dealing with how to properly communicate with the parents, which include tips that will make the parents feel comfortable, focused, and have a say in their child’s education. The issue of stereotyping can occur within educators when trying to contact and discuss with some of these parents, but educators must refrain from these biases because they will create barriers that can ruin another resource for the exceptional child. Chapter 3 also provides some advice for discussions with parents who are not willing to work with the educators, and the main suggestion is to hold dialogue instead of arguments. Dialogue focuses on sharing and explaining information, instead of harshly explaining reasons and opinions. This strategy keeps the conversation calm and collected. What if the parents are from another …show more content…
The initial contact was made, but how do educators continue to contact these parents? Chapter 3 provides different modes and discussions on parent-teacher conferences, written communication, telephone communication, and electronic messaging. Each sections contains a few different examples and descriptions. Educators must take this list of options and determine which method would be the best for each parent, and the parents must agree to this method in order for maximum communication. A solid basis is provided and discussed in this chapter, and the chapter ends on discussing other ways the parents can be involved with their child’s education. These can include tutors, support group leaders and members, and/or research partners. Chapter 3 ends on a fantastic point that revolves around making sure educators do not take one side on this issue and become forceful when trying to achieve parental involvement. Common theme of respect is witnessed throughout the chapter, and at the end of the day, respecting one another will tend to create the best