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    Schwab Foundation for Learning

    Collaboration between Home and School

    When parents and teachers build partnerships and work together, the student benefits.

    1. In what ways does the reauthorization of the Individuals with Disabilities Education Act (IDEA) strengthen collaboration between parents and schools for special education students?

    Parent participation is increased in all steps of the Individualized Education Program (IEP) process. General education teachers are given an active role in planning and carrying out the IEP. In the following ways, parent-school partnerships in special education are expanded through IDEA:

    • Parents must give consent for all evaluations, not just the initial assessment for special education.
    • Information from parents is a part of the assessment.
    • Parents’ concerns for their child are considered at the IEP meeting.
    • Parents participate in decisions about eligibility for special education.
    • Parents receive a copy of eligibility determination and evaluation report(s) at no cost.
    • Parents participate in meetings at which placement decisions are made.
    • Progress on goals and objectives is reported to parents at least as often as parents of nondisabled students receive reports.
    • Regular education teacher(s), as appropriate, participate in the IEP process.
    • Each regular and special education teacher and service provider who is responsible for carrying out the IEP must have access to that IEP and be informed of specific responsibilities noted in the IEP, such as accommodations and modifications of the general education curriculum.

    While a number of these procedures are not new in some states, they are now in federal law and become requirements for all states. IDEA, which is the Federal law governing special education, was reauthorized in 1997 and went into effect for the 1998-99 school year. The accompanying Federal Regulations go into effect during the 1999-2000 school year.

    For students receiving special education, the IEP is a formal method of communicating and making informed, joint decisions by parents and educators. Regular informal methods of collaboration also are encouraged.

    2. The Resource Specialist at my son’s school says that she collaborates with his general education teacher. What does that mean?

    You may want to ask your son’s special education teacher about the collaborative approaches she uses. Following are a few ways in which the Resource Specialist may teach, reinforce, and/or accommodate students in the general education classroom:

    • Review IEP and inform general education teacher of specific responsibilities
    • Modify core curriculum
    • Provide supplementary materials to reinforce general education lessons
    • Preview and/or review core curriculum lessons
    • Provide in class tutorial and/or follow-up
    • Help students stay on task during presentations by the general education teacher
    • Clarify instructions
    • Revise or restructure tests
    • Assist in grading students
    • Teach specific skills to improve performance, e.g., study strategies, organizational skills, etc.
    • Plan and carry out a cooperative learning program with the general education teacher
    • Participate in side-by-side or team teaching lessons with the general education teacher

    3. What are some ways that parents and general education teachers can collaborate to improve student performance?

    Different forms of collaboration are used at different times, depending on the needs and developmental stages of the child, the availability of parents and teachers, and personal preferences. For example, a single, working parent may not be easy to reach during the school day; a high school teacher who sees 150+ students a day does not have as much time to meet about an individual child that a primary grade teacher might have.

    When planning together, parents and teachers sometimes seem to be talking about different children. Parents have more complete knowledge about their individual child. Teachers are informed about learning and behavior appropriate for the age and grade level. Each sees the child in different settings and may have different expectations for performance. Both views need to be valued.

    What can parents do?

    • Attend Open Houses, Back-to-School Nights, school programs
    • Participate in P.T.A. and school activities, such as, field trips, room parent, school or classroom volunteer, etc.
    • Share your talent(s), such as art, technology, music, cooking, etc.
    • Notify teacher of any issues at home which could affect behavior or learning

    What can teachers do?

    • Find ways for the child to show strengths and special skills
    • Report the positives as well as what needs to be improved
    • Inform parents of changes in behavior, missing assignments, etc., immediately rather than wait until a regularly scheduled report
    • Be sensitive to family issues which may affect the child

    What can parents and teachers do together?

    • Communicate clearly - in person, conferences, phone, email, notes, report cards – at a time and in a way which is convenient for both
    • Listen to each other’s concerns and expectations
    • Discuss skills to be learned rather than a level of achievement to be reached
    • Keep notes of what has been discussed and agreed upon
    • Plan for the future rather than dwell on the past
    • Agree on a consistent home-school approach

    Through collaboration, teachers and parents learn from each other and work toward improving student performance. When this is done with mutual respect and trust, it becomes easier for them to reach their goal.

    "Courtesy of the Schwab Foundation for Learning at http://www.schwablearning.org

    1997, 1998, 1999 Schwab Foundation for Learning All Rights Reserved
    Any interested person or organization may copy or reprint portions of this article provided such copy may not be sold or otherwise used for commercial purposes and any such copy must contain the above stated copyright notice.



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