Navigating Special Education Blog

Starting Strong: How to Join a Team with Confidence

Tue, 20 May 2025 20:59:59 GMT

What to Say, and How You Say It; Earns You a Seat at the Table

First impressions matter! Whether you’re a parent joining a school committee, a new teacher entering a building, or a community member stepping into a collaborative project, your first meeting sets the tone. How you communicate early on influences how others perceive your role, your intention, and your approach to teamwork.

Joining a new group means entering an established culture with its own unique dynamics, spoken and unspoken norms, and established relationships. Your communication style can either build trust or create barriers. Being intentional with your tone, words, and body language helps you integrate more quickly, and it also boosts your confidence.

Effective communication begins with the art of listening. It’s more than hearing words; it’s about understanding intent, observing body language, and responding with care. Active listening demonstrates respect and helps you gather important context, especially during emotionally charged conversations, like those that take place at IEP meetings. When people feel heard and valued, collaboration flourishes and meetings are more productive.

Ask questions, don’t make assumptions! Open-ended questions invite dialogue and show genuine curiosity. Instead of asking, “Why are we doing it this way?” try “Can you walk me through how this process evolved? This signals that you respect the team’s experiences and want to understand their thinking. When you do that, you become a welcome part of the conversation and a trusted team member.

Respect for team culture is essential. Some teams are informal and collaborative; others are structured and follow strict protocols. Always listen carefully before jumping in. If possible, research the team before your first meeting. Whether parent, teacher, or community member, learn who’s involved, the team’s objectives, and past initiatives. Being prepared allows you to contribute with confidence and credibility.

Walking into a room for the first time can be intimidating. It’s natural to feel pressure to prove yourself. But remember, trust is built slowly. Reflecting on what others say by paraphrasing or asking thoughtful follow up questions, shows you’re listening and invested in the conversation. When you encourage others to share what they know, they’re more likely to welcome your input. You become someone they want to collaborate with.

In the end, your first goal is not to impress, but to connect .

Whether you’re a teacher, parent, or community member, you always approach new teams with humility, curiosity, and respect. Listen with intent. Ask questions with a purpose. Learn the culture before you try to change it. By communicating thoughtfully and contributing deliberately, you will build trust, and your voice will have greater impact because of it.

Transformative Leadership Empowers Teachers

Mon, 13 Jan 2025 16:44:52 GMT

Promoting the empowerment of teachers as leaders and recognizing their essential role in shaping the future of today’s students is the role of 21st Century teaching and learning. An effective teacher today does not merely follow the traditional transactional methodology of give-and-take instruction. Today teachers are more than educational instructors; they are transformational leaders inspiring and motivating students to reach their full potential. Teachers are expected to foster deep engagement in learning by encouraging critical thinking and striving to create a positive classroom environment. They promote lifelong learners by creating a mindset that encourages continuous learning and personal growth through a deepened curiosity.

Transformative leadership is not just an idea but is essential for advancing our educational goals system. Effective teaching and learning require teachers to see their role goes beyond simple instruction. Educational leaders are responsible for shaping young minds, nurturing creativity, and promoting critical thinking. To fulfill the role of teacher in the 21st Century, it is crucial for all educators to feel empowered to take on leadership positions beyond the classroom, whether in staff meetings, IEP discussions, or within their broader educational communities.

Teachers are on the frontline of education, interacting with students and gaining a deep understanding of their needs and potential. It is crucial that they share their insights, voice their opinions, and lead discussions. These conversations put them in a better position to shape policies and practices which will then directly affect learning. Empowering teachers to foster a collaborative learning environment and share ideas, strategies, and resources, leads to improved teaching practices and is of benefit to both teachers and students.

Advanced teaching practices emerge when educators explore innovative approaches to instruction. Sharing the experiences gained through experimentation allows them to guide their colleagues, adopt new teaching strategies, foster professional growth, and expand teaching practices. When teachers understand their students’ needs, strengths, and challenges, they can effectively advocate for them, ensure their voices are heard, and their unique educational requirements are addressed.

Trust and respect are at the heart of transformational leadership. Nurturing a positive school culture that ensures everyone feels valued, builds an education system that will empower future generations. Students learn that having their voices heard will serve them well beyond their school years. Thus, teaching becomes more than delivering content and is also about inspiring and empowering the next generation.

Transformative educational leadership used as a teaching model builds confidence and elevates the role of teachers beyond the classroom. When teachers feel empowered, they improve their professional practices and contribute to creating an enriched, nurturing, and effective educational environment for their students. In doing so, they invest in a brighter tomorrow for all.

How Grief Affects Saying Goodbye to Yesterday’s Dream

Sat, 23 Mar 2024 14:56:33 GMT

Grief is a powerful emotion and a profound and natural reaction to the loss of a loved one or something of significant importance. People share universal feelings; grief transcends cultural boundaries. Initially, the grieving process is exclusively attached to death; however, grief can be triggered by any significant loss, even the loss of one's dreams.

When parents learn their child has special needs, ‘yesterday’s dreams’ are shattered, forcing them to create new dreams and aspirations for their child. Their journey seems overwhelming and appears to be beyond their reach. How we grieve is profoundly personal and varies from person to person. Grief can affect an entire family, not just the parents.

In our lyrical essay, “Yesterday’s Dream,” from our book Navigating Special Education, we underscore that parents’ dreams might be shattered when they learn their child is neurodivergent and require special education. At this point, the entire family embarks on a different and sometimes difficult journey, which for parents begin the ‘grieving process.’ The diagnosis affects the entire family as they embark on a different and sometimes difficult journey. It is important for families and educators to understand that grief affects aspects of the child’s life. We hope reading this blog will help parents and educators gain a deeper understanding of how grief impacts the IEP process, home-school relationships, and parent-educator communication.

Excerpt from "Yesterday's Dream"

The identification of a child’s disability leaves parents feeling devastated. Whether their child’s disability is mild or profound, it changes the trajectory of their lives and their family’s path. The child and family's journey will veer off-course in all instances, as ‘Yesterday’s Dream’ is no longer possible! What does this all mean? It signifies a deviation from the parents’ initial thoughts and plans for their child. When parents are faced with an unexpected diagnosis, they feel disappointed and start to mourn the loss of what could have been. Their feeling of loss and their grief is natural and normal.

Creating a new vision requires a change in thinking for the whole family; going through the grieving process will be filled with ups and downs as their child progresses from childhood to adulthood; this is where a positive mindset and having a “fight” is important. These families will go through so much. Embracing a new ‘shared vision’ requires perseverance with a bit of grit, which can lead to a joyous journey filled with new hope and success. The entire family and their beautiful, exceptional child will be the best they can all be eventually (Bud & Jacobson, 2022).

Acceptance Leads to Building a New Vision

A pioneer in the study of death and dying, Swiss psychiatrist Elisabeth Kubler-Ross, identified the five stages of the grief model, which is still used today. It shows the process of grief is dynamic, not linear and can start at any of the five stages. Her five stages of grief encompass denial, anger, bargaining, depression, and acceptance. A person who is grieving can weave in and out of the various stages and sometimes even repeat a stage of grief multiple times. The goal is always to come to acceptance, where you begin to accept the loss of what was and the loss of what could have been. Parents will replace despair and anger with hope for what tomorrow will bring.

The road to acceptance must be built upon a new vision, requiring perseverance and adaptability. Parents often feel devastated by the special education diagnosis, which underscores the difference between the future they had envisioned for their child and what lies ahead. They are often unaware of how grief affects their relationships and communication with teachers, administrators, and other school professionals. When parents are confronted with their child’s unforeseen diagnosis, whether mild or severe, it may force them to adopt a new outlook and perspective for their child’s learning vision. Their journey will be filled with deep disappointment and missed opportunities, however, cultivating a fresh mindset opens new possibilities where the family can flourish as the child reaches their fullest potential.

The grieving process includes mourning what could have been, recognizing expectations will be unmet, and reshaping the family dynamics; this is all part of the grieving process. Dr. Seuss wrote: “Oh, the places we’ll go, some places will be full of fun and excitement, some will be difficult to navigate, but life doesn’t always give us choices.” Therefore, parents must understand that we ‘get what you get, and we can’t get upset.’ Instead of focusing on what is not going to happen, parents should be encouraged to make lemonade out of lemons; enjoy drinking it down to the very last drop.

Grief is a Process

The grieving process frequently begins with denial. Parents may accept the diagnosis because it answers why their child is struggling or behaving in a certain way and initially bypassing denial. However, the family still mourn the loss of their neurotypical child and hold onto their cherished hopes and dreams. For these parents, denial can occur later in the grieving process.

However, parents find accepting the diagnosis complex, putting them in a state of denial. Their worst nightmare materializes, which causes them to refute reality. Educators and other professionals hear parents saying: You are wrong! My child does not have autism, a learning disability, or a behavioral problem. I do not believe you!

Denying the diagnosis and requesting additional evaluations is the parents’ attempt to refute what they are being told. However, their denial may impede their ability to advocate for their child. Teachers, administrators, school psychologists, social workers, and even pediatricians must offer support to family in accepting the diagnosis. Building a parent-educator partnership helps parents navigate the grieving process to ensure the child receives the support and services needed.

After denial, anger emerges as a defense mechanism for parents. This could lead to parental outbursts directed at teachers and administrators. They want to ‘take control’ of this challenging situation, asking themselves, ‘Why is this happening to me?’ or blaming themselves, “This is all my fault!” Their anger leads to embarrassment and uncertainty, affecting their communication and straining the home-school relationship.

Anger and blame may be directed at a partner, teacher, or the entire school district, leading to a communication breakdown. Playing the ‘blame game’ harms a marriage and damages the home-school relationship. Therefore, parents must unite, form a cohesive team, and avoid blame. Anger stems from fear, stress, and a lack of understanding. When educators acknowledge the parents’ anger, it fosters understanding and builds a collaborative home-school relationship. Forming a partnership ensures the child benefits from the programs and placement and can help diffuse the parents’ anger.

Bargaining is part of the grieving process. Parents engage in wishful-thinking and unrealistic expectations to help them accept what they cannot change. Having data-driven conversations and encouraging parents to use data to substantiate their requests helps them relinquish their “magical thinking.” They believe asking for a specific treatment, therapy, or school program will alter their child’s diagnosis or ‘fix’ their child. However, the child is not broken!

Parents must acknowledge they are grieving and understand depression is part of the process. When parents are depressed, they often blame themselves for their child’s disability. Speaking to a professional, taking medication, or participating in a support group can be helpful. School personnel can facilitate conversations and encourage parents to participate in a support group. When parents do not feel isolated, they are better able to overcome their depression.

The goal is acceptance. Acceptance allows parents to feel comfortable asking questions and have open, honest, and trusting relationships with educators in their school districts. According to Kubler-Ross, parents are ready to work collaboratively to develop appropriate programs and services and build a positive home-school partnership. The idea of acceptance signals that parents are prepared to move forward and create new hopes and dreams. Acceptance signifies they are open to accessing a support system and resources, empowering them to reconstruct Yesterday’s Dream.

The good news is that when parents go through the grieving process, they are on the path to ‘acceptance.’ According to David Kessler, a death and grieving expert, there are two parts to the final stage: acceptance and reconstruction. The final stage leads to new meanings and possibilities emerging from their grief. Only by accepting the diagnosis can parents begin to construct new hopes, dreams, and aspirations for their child. This leads to parents being available to develop a shared vision with educators. Reconstruction makes it easier to collaborate and cooperate, turning Yesterday’s Dream into Tomorrow’s Vision.

Conclusion

Meaningful conversations help parents navigate their grief. They reach the last stages of grief, “acceptance,” and “reconstruction” of their hopes and dreams. Open and honest dialogues between parents and educators lead to building a positive, trusting partnership. The special education process only amplifies a parent's feelings of sadness and helplessness; making it important for school communities of practice, including educators and administrators, to acknowledge parents are grieving and struggling to navigate the special education process.

Empathy for the parents will go a long way in working together. This understanding helps the school districts to be less defensive or immediately reactionary. The family’s grief leads to heightened anxiety. Therefore, if educators and administrators understand and support parents in the grieving process: denial, anger, bargaining, depression, and acceptance, then the road to full acceptance can be achieved. Ensuring support and resources are available at every stage will help to build a shared vision and the best way for parents to reconstruct “Yesterday’s Dream. “

Why Active Listening Makes all the Difference for Speech-Language Pathologists

Tue, 14 Nov 2023 19:44:17 GMT

ableU On-demand Professional Development

Did you know most people are poor listeners? Even when listening, most people are not actively listening. In this session you will learn the difference between listening, hearing, and active listening. Listening is crucial to be an effective Speech-Language Pathologist.

This presentation explores how honing your ability to listen will directly improve your ability to effectively communicate, and successfully address the needs of clients. This session will teach you how to be an active listener by introducing easy-to-use active listening strategies. Learning these skills will help avoid communication breakdowns, ensure productive conversations, and improve your ability to develop and carry-out the clients’ treatment plan. As a result of attending this session, SLPs will learn skills and strategies to support effective listening! the IFSP. In this webinar, we will explore a framework to help early intervention providers identify children who may benefit from early access to AAC tools and strategies. You'll gain basic tips for integrating an AAC perspective into your assessment and family support practices, as well as resources to continue your learning in these areas.

Presenter: Peggy Bud

Handout: https://files.ablenetinc.com/ANU_Hand...

The Inclusive Education Project Podcast

Fri, 20 Oct 2023 12:47:17 GMT

Episode 280: Navigating Special Education with Effective Communication

It’s the perfect time to give parents tips and best practices in navigating IEP meetings and working in collaboration with your school team. THE most important aspect of that collaboration is effective communication, and we have not one, but two communication experts joining us for today’s episode. Join us to learn more!

We are joined by Peggy S. Bud and Tamara L. Jacobson, the co-authors of Navigating Special Education: The Power of Building Positive Parent-Educator Partnerships. Together Peggy and Tamara have over 60 years of experience. Their book provides “a foundation for building proactive, positive partnerships that will lead to 21st century best practices for special needs students.

Peggy Bud is a licensed speech-language pathologist, communications expert, author, and former school administrator. After leaving public education, Peggy founded Speaking Skillfully, which works with families, educators, and businesses to help them be effective communicators. In addition to blogging and writing policies/procedures, educational materials, and children’s books, Peggy also serves on the boards of several nonprofit organizations.

Tamara Jacobson is an educational consultant, communications expert, speaker, and author. With an extensive background in education, Tamara serves as the executive director of East Coast Educational Consulting, where she helps school districts and families bridge the gap to understand each other and work together for the best interests of each child.

Show Highlights:

How to define “effective communication”--both verbal and nonverbal
Why effective communication happens on the foundation of relationship
Three basic elements of communication: active listening, perspective taking, and shared vision
Why data is important in effective communication in IEP meetings
How parents can foster partnerships of trust and collaboration with the school community
The 5C Model of Effective Communication in Peggy and Tamara’s book: conversations, collaboration, cooperation, compromise, and consensus
Final words to parents from Tamara: “You have a voice, and your voice is important. Take the time to build relationships with your school team and ask for ongoing meetings.”
Final words to parents from Peggy: “Parents have a PhD in their child, and they know him/her best. Have confidence in your communication.”

Listen and subscribe to The Inclusive Education Project on your favorite platform:

Inclusive Education

Thu, 19 Oct 2023 21:14:48 GMT

How to Build an Inclusive Environment and Get Buy-in

This article provides a roadmap for building an inclusive education program, ensuring its success, and bringing all members of the Community of Practice on board.

Definition

The term inclusive education in this article refers to educating both neurotypical and neurodivergent learners in the same classroom and school, and ensuring they all have equal access to education. Successful inclusion depends on all members of the Community of Practice (COPS), namely teachers, parents, counselors, principals, psychologists, and social workers, all accepting, understanding, and addressing the differences and diversity within the classroom. The term “detracking” is sometimes used as a synonym for inclusion since it places students with mixed abilities, skills, and performance levels in the same class.

Overview

There is a direct link between inclusivity and successful educational programming and practices. When schools and school districts ensure all students have equal access to learning opportunities and resources they are embracing and supporting inclusive education. Success depends on parents and teachers collaborating, and administrators and school board members supporting this model. It is crucial that all members of the education community are committed to building an inclusive education program and prioritizing every student’s well-being.

Since inclusive education programs and practices originate at the district level, it is the educators’ responsibility to identify all obstacles that hinder the creation of these classrooms and school culture. It is incumbent upon all members of the community of practice to uncover obstacles that would block, prevent, or undermine inclusivity.

A starting point is to have conversations with all stakeholders, including parents and paraprofessionals who directly support neurodivergent learners and help to implement their Individualized Education Plans (IEPs). Identifying any hurdles begins with asking questions and having deep conversations, which requires everyone to effectively communicate verbally, vocally, nonverbally, and through active listening. The next step is to collaborate and develop strategies to overcome the identified barriers.

Communication is Key

As is true for any organization, effective communication is at the heart of building a successful inclusive education program. It requires parent-teacher collaboration and cooperation, and honest and transparent conversations. These conversations lead to identifying and addressing barriers, understanding, and considering everyone’s perspective, and openly sharing knowledge to avoid misunderstandings.

Effective communication between parents and educators leads to strong parent-educator partnerships. The 5-C Model of Communication (Bud & Jacobson, 2022) is a theoretical framework that provides a roadmap for developing these partnerships by having meaningful conversations. The process is easy to implement and outlined in Navigating Special Education, The Power of Building Positive Parent-Educator Partnerships .

Developing and strengthening student-to-student communication is also important in building an inclusive education program. To overcome barriers, neurotypical students need to become partners in building a successful inclusive education program. It is necessary to help them understand that neurodivergent students have difficulty maintaining personal relationships, which leads to emotional struggles. We suggest educators include students in the conversations about planning and implementing inclusive education programs. It is through these ongoing conversations that everyone will learn how to ‘be inclusive’ and become allies for neurodivergent learners.

The 5-C Communication Model teaches everyone how to have deep conversations that will lead them to being open to collaborate and cooperate. The model also provides strategies for discussing concerns and prioritizing solutions and tools on how to compromise and reach consensus when disagreements arise. A friendly and supportive learning environment will emerge when everyone is open to having meaningful dialogues.

Coaching all members of the Community of Practice helps to avoid communication breakdowns. When neurotypical students improve their communication skills, they learn to communicate with their neurodivergent peers more effectively. Neurodivergent students may experience emotional struggles related to maintaining personal relationships and improved communication skills help to foster friendships. Everyone can flourish in an inclusive environment where teaching and learning supports students working together as allies.

How to Begin

Introducing an inclusive education program in a school or school district begins with the superintendent meeting with all members of the community of practice. These meetings can be at varying times, in person or virtually. The purpose is to engage everyone, including students, in meaningful conversations that lead to developing a shared vision and understanding the value of perspective taking.

The goal is for everyone to agree on what inclusive education will look like in their school or district. This requires collaboration between general and special education teachers, paraprofessionals, support staff, and other school personnel. They must all work together to create a supportive learning environment.

Success is dependent on ongoing professional development for members of the community of practice and requires administrative support. When school leaders commit to providing training, they acknowledge the complexities of implementing a successful inclusive education program. In addition, there must be top-down support for common planning time between general and special education teachers, regular check-ins, and ongoing opportunities for collaboration between teachers and their aides. These are all crucial factors in ensuring the success of an inclusive education program.

Parent Programming

Change is difficult. Building an inclusive education program at the school or district level must include educating parents. This is dependent upon educational leaders being honest and transparent when sharing information. Providing parents an opportunity to gain knowledge through open and authentic conversations is the best way to get their buy-in. When school districts offer a variety of informational programs on inclusive education and community-wide conferences, parents are more likely to understand its value. Scheduling sessions at various times, during AM and PM hours, helps to ensure all parents have an equal opportunity to attend.

Conversations about the benefits of inclusive education should be started at least one year prior to making a change. These on-going conversations and information sessions help parents feel included in the decision-making and are more open to change because they understand the what, why, and how of inclusive education.

When there is community awareness, buy-in is more likely to occur. We suggest districts initiate media campaigns, both through the local newspapers and on social media. In addition, sending newsletters to parents is an effective way to highlight the educational benefits of inclusive classrooms. Group gatherings, such as family breakfasts and potluck suppers, are social and educational and provide opportunities for parents to talk, share experiences, ask questions, and voice their concerns.

Collaborative Teaching and Learning, An Integral Part of Inclusive Education

All students struggle emotionally. Neurodivergent students are more likely to display patterns of anger, often triggered by their life experiences and stresses. An effective strategy to overcome these pressures is encouraging students to write, share, and speak openly about being different. An inclusive environment is a safe space for these students and provides a platform for sharing their experiences and feelings. Inclusive classrooms and general and special education teachers are responsible for teaching students to understand learning differences.

Open and honest conversations and active listening lead to effective collaboration between general and special education teachers. Since planning is critical to successful teaching and learning, there needs to be common planning time between general and special education teachers. This provides opportunities for all teachers to discuss their ideas and develop lesson plans, whether those entail creating a daily schedule or curriculum-based activities. Productive conversations are the path to cooperation and collaboration.

Opinions differ regarding how to teach communication skills and build an inclusive classroom. One method is through the creation of social scripts, which help neurodivergent learners have productive discussions. In addition, we suggest students become familiar with the 5-C Model of Communication. It is an effective communication tool that heightens the importance of active listening and teaches the value of perspective-taking. These are important skills that help neurotypical and neurodivergent students build relationships.

Inclusive education is a top-down initiative. Therefore, teachers look to their administrators to ensure time for joint planning and ongoing conversations. The amount of planning time and its effectiveness depends on when it occurs and how frequently. Are teachers able to plan every lesson together? Is prep time limited to planning for larger blocks of instruction, such as units of study? “Best practice” ensures that general and special education teachers have joint weekly planning.

Educators Role

Teachers are responsible for creating an inclusive and welcoming environment which ensures everyone's voice is valued and respected. Collaborative discussions that lead to developing a shared vision are crucial to the educational process. Empowering students by encouraging them to express their thoughts, feelings, and perspectives is also essential.

Improving student engagement begins by fostering ongoing and transparent communication between teachers, assistants, and parents. Identifying and addressing the challenges students with special needs face is also critical to ensuring everyone receives the most appropriate and practical education. Collaboration between special and general education teachers is an essential first step.

In addition, weekly staff and planning meetings should be a time to expand the teaching strategies of all educators. Preparation and collaboration include discussing instructional and academic aids, materials, and curriculum modifications to address the students’ IEPs. Sometimes, bringing the instructional aides into planning sessions is best practice, as they adapt the material and provide academic assistance. The question is, ‘Why are they not included in the conversation?’ The goal is for everyone to be on the same page.

Special Education teachers are vital to the education of a neurodivergent learner. They provide support and guidance to students with special needs while allowing the general education teacher to teach the subject matter. This approach ensures every student receives a quality education with no gaps in their learning.

Ample planning and preparation time leads to meaningful conversations regarding how to differentiate instruction to address the student’s goals and objectives. This involves identifying each student’s unique learning style and then making appropriate accommodations. It is important to note that differentiation is not just about making modifications, but rather tailoring teaching and learning to address the individual needs, interests, and strengths of the students. It addresses where instruction occurs, what is taught, and how students demonstrate learning by looking at content, process, and product, which are all essential to planning and delivering appropriate education.

Paraprofessionals

When addressing the needs of a child, it is essential to consider the voice of all educators, including the para. Most education models have the aide spending more direct time with the student than their general education teachers. Parents often seek assistance or want to address a problem, and the only professional available is the child’s para. Paras should be knowledgeable about the child’s IEP, so they can provide information to parents and answer their questions. They also must respect the role confidentiality plays in the conversation. Problems can be solved if all community members are knowledgeable and have a voice.

The students’ paraprofessionals need to feel included and respected in the teaching and learning process since they are valuable members of the academic community. The teacher is responsible for creating a positive and productive learning atmosphere, fostering trust, and encouraging teamwork between families and one-on-one aides. This is more likely to occur if the para feels included in the conversations, which happens when they are encouraged to ask questions and share observations and data.

Administrators

Administrators are responsible for introducing and celebrating the benefits of an inclusive education model. This requires recognizing the importance of family involvement and managing staff culture, climate, and education. Prioritizing home-school cooperation and communication are crucial to buy-in from all members of the community of practice. Budgeting for supports like common planning time ensures general and special education teachers are on-board.

Taking advantage of events like the Parent-Student Open School Night can be an effective way to celebrate the values of the inclusion model. Beginning each school year by highlighting an inclusive education theme and then reinforcing it throughout the year helps to reinforce the benefits of this model. Asking teachers to integrate this theme into their curriculum strengthens the message but requires providing ample time for preparation and collaboration.

Conversations must be on-going and address parent concerns such as the value of the neurotypical students having social interactions with their neurodivergent classmates. We suggest sharing information about various education models, including inclusive education, and using data to explain the pros and cons. Once parents understand the value of the inclusive model, they are more likely to embrace and celebrate it.

Research has shown that teaching someone else can enhance your understanding of the subject matter because when you are able to explain a concept to another person, it demonstrates your own proficiency. Did you realize that when neurotypical students of all ages are in a classroom with neurodivergent learners, they can develop valuable leadership skills by assisting their peers? Did you know that this can strengthen and empower them to become leaders? Therefore, when students help their peers learn, they are reinforcing their own knowledge.

Confidentiality

Communication between home and school is essential for student learning. Teachers’ concerns regarding confidentiality may limit the paraprofessional's information and knowledge regarding the child and their academic, social-emotional, or behavioral needs. To avoid breakdowns regarding home-school communication, we suggest teachers include paras in conversations about students so they can effectively communicate with families.

Sometimes, teachers are unavailable, and parents speak to a paraprofessional instead. Paras must clearly understand the role confidentiality plays in the conversation so they can freely speak to parents. It is also important that parents understand the significance of privacy, so they do not unintentionally share sensitive information.

Inclusive Education Obstacles

Communication – Only through open and honest conversations will all members of the community of practice understand the value of inclusive education. Encouraging questions, sharing best practices, and understanding everyone’s perspective will help remove this barrier.
No Accessibility – True accessibility and inclusion are crucial for achieving equality among all students. The illusion of an accessible curriculum for all students does not equate to true accessibility. Similarly, the illusion of friends being there and accessible to neurodivergent students is not the same as true accessibility. To build genuine and lasting relationships between students, true accessibility must be provided to all.
Connection between general and special education – It is important for general education and special education teachers to work together to ensure that all students receive a quality education. The key is to include all vulnerable students in an inclusive setting and create an environment that supports equitable education for all. This begins by encouraging dialogues between all educators because their differences are also their strengths.
Collaboration and Cooperation – General and special education teachers are crucial for shaping a community's educational landscape. All teachers bring different and unique skills and knowledge to the classroom. Special education teachers bring a different mindset to a learning environment because they have a better understanding of learning differences and how to differentiate instruction to address the needs of all students.
Parent Involvement – Until parents of neurodivergent and neurotypical students are educated about the benefits of having an inclusive classroom, this model will not reach its fullest potential. Inclusion is only effective when both the parents’ and teacher’s perspectives are valued.

Is Inclusive Education Always Appropriate?

The answer is ‘yes’ but…

Inclusive education is one of many models within a school district. Inclusive education must be implemented appropriately by following best practices and techniques to be an appropriate teaching and learning model. Involving parents in conversations is crucial, as it creates a collaborative and supportive learning environment. Success and buy-in means both parents and educators feel their voices are heard and that they are included in the decision-making process. It is also crucial that the students’ needs are at the center of the conversation, to ensure inclusive education is the appropriate model.

If your community of practice is considering implementing inclusive education or wants to build a more effective and robust program, we can help you explore your options.

Start by reflecting on how Inclusive Education is implemented in your community.
What are the barriers?
How are they being addressed?
Does everyone have a voice?

We can be reached for a one-hour free consultation to discuss where you are in the process and how best to move forward.

Innovative Teaching and Learning Practices

Wed, 04 Oct 2023 17:31:36 GMT

When teachers have a solid grasp of their students’ emotional status and learning style, they are better able to understand their successes and failures. These insights lead to more creative teaching and the incorporation of the use of multiple modalities in their lessons. When educators are familiar with the cultural background of all learners in their classroom, they are better able to include literature and educational activities to reflect these differences.

Students are more successful when they are actively engaged in the learning process. This begins by asking open-ended critical-thinking questions during discussions. When teaching virtually, the use of visual aids such as pictures, videos, and PowerPoint presentations ensures all learning styles are considered. At different points within a lesson, checking for understanding provides the teacher with evidence that the students are learning. It also is an effective way to guide instruction, increase the learner’s engagement with the material, and vary content.

How students learn is shaped by group participation, individual responsiveness, and the teacher’s ability to check for understanding through oral and written communication. Other Instructional activities analyze oral and silent reading and listening comprehension along with the student’s ability to visually attend. These best practices can help enhance the learning process.

Research suggests traditional learning practices continue to be effective. These practices include lectures, daily and weekly check-in with students, homework, hand raising, answering textbook questions, and pre-and post-testing. Currently, non-traditional learning theories are also becoming more dominant in the classroom. These include Critical Race Theory, Critical Pedagogy, Critical Multicultural Education, Funds of Knowledge, Critical Cultural Capital, Non-Biased education.

Adequate nutrition impacts student learning and memory retention. In impoverished districts can be of pressing concern for administrators and teachers, who must explore ways to respectfully offer free lunch, and sometimes breakfast, to students. Based on our professional experiences and observations, it appears that although there is less racism, problems related to gender, and social class continue to jeopardize students' learning and their overall well-being.

Factors contributing to successful learning such as class size affect the student-teacher ratio and therefore impact a teacher’s ability to provide individualized instruction to students. To reduce student disengagement, choice is a crucial part of teaching and learning. This is important at all grade levels and particularly important for students learning a second language or neurodiverse learners.

There are programs that provide students with diverse ways to engage in learning activities. These include cooperative learning, peer-to-peer editing, critical group analysis, readers workshop, Mathnasium, and behavioral and emotional counseling. Differentiation of instruction supports students who may otherwise struggle in the classroom. Using any of these models provides students with opportunities to gain from the experiences of their peers and teachers.

Research has found that successful learners are open to learning. Our memory is linked to what and how teachers present information. This includes time of day, teaching methodology, learning reinforces, and types of drill and practice that follow initial instruction.

If we want teaching and learning to be most effective, it is crucial that curriculums represent diverse learners and are culturally appropriate. This means incorporating visual, oral, and sensory learning techniques to enhance understanding. Everyone has a different learning style; we believe in multi-dimensional learning techniques. We understand how people learn new and innovative ideas varies and can create teaching challenges. Yet, best practices for motivating learners vary depending on the individual and their unique needs and learning style.

Consequently, when teachers use creative strategies and culturally responsive methodologies, there is an increase in student motivation and success. Individual or group interactions tend to increase buy-in versus the use of a lecture format. Therefore, the key to successful teaching and learning should combine innovative learning strategies with highly motivating and rewarding practices. This technique is a winning combination.

The Path Forward

Fri, 29 Sep 2023 21:18:44 GMT

Historically, parents did not play an integral role in their child’s education. Even though research showed family engagement significantly affected student outcomes, most teachers did not collaborate with parents. Instead, home-school communication tended to be monologues rather than dialogues. Teachers reported on the student's performance, and parents passively listened and asked very few questions.

Regarding pre-COVID teaching and learning, if we took a step back and honestly reflected on what that looked like, we would all agree it had flaws. We know home-school communication is crucial for student success. However, parents were expected to be listeners, and to defer the teaching and learning responsibilities to the school. They were reluctant to ask too many questions or share personal information, fearing it might affect how the teacher treated their child. On the other hand, teachers and administrators did not focus on parental involvement because they saw themselves as being responsible for the education and activities of their students.

Then, suddenly and without warning, teaching, and learning changed! Due to COVID-19, a stay-at-home order across the country moved teaching and learning from the classroom to virtual instruction. This put tremendous pressure on parents. They were now expected, and often required, to be involved in their child’s education.

Teachers needed to prepare for virtual instruction, and so did parents. Learning online presented multiple problems for families, which became layered on top of the vast changes due to the pandemic. Parents of neurotypical students felt frustrated and floundered, although their children were often capable of independent and self-guided learning. Parents of neurodivergent learners were now burdened with the responsibilities of being parents, teachers, and employees. They knew their children could not independently negotiate virtual instruction and now needed to understand the teaching strategies used to educate their children.

Who knows what crisis is just around the corner? Teachers and administrators must refrain from reverting to how teaching and learning occurred pre-COVID-19. Let our mistakes be lessons on how to improve teaching and learning by enhancing the home-school connection. Most parents would benefit from additional knowledge and support regarding their children’s educational program, placement, and services, including OT, PT, and speech.

The time for change is now! Collaboration between home and school is crucial. Building parent-educator partnerships and relationships drives having open and honest lines of communication. The only way to ensure the next crisis will not put the same type of burdens on our students is to be proactive. Parental engagement is crucial to student success. However, it requires parents and educators to collaborate and communicate. Building home-school partnerships creates a path that enables students to adapt and adjust during a crisis.

Building Parent-Educator Partnerships means:

Educators need the knowledge and tools required to teach in the 21 ^st Century.
Administrators need to provide leadership through ongoing professional development and mentoring.
Parents are part of teaching and learning conversations.

In 2023, education has slipped back into its old patterns. Educators and therapists work in silos, and greater parental involvement is still necessary. How can the “Path Forward” be different? Begin by improving home-school communication and building solid parent-educator partnerships.

No one foresaw what happened overnight in March 2020. Yet, today, we know that this could happen again. Let’s ensure teachers are tech-savvy and understand how to teach across all platforms. Engage parents in the teaching and learning process so they know the strategies and accommodations their children need to be successful.

Let’s not repeat our mistakes. Instead, we should try to turn our mistakes into lessons that shape the future of education.

Listening Leads to Compromise

Tue, 12 Sep 2023 14:02:44 GMT

Conversations have different purposes. They can be informational, personal, relational, or transactional. Effective conversations are dialogues grounded in active listening and open the possibility of compromise.

What is a conversation?

Conversations occur when two or more people share ideas. Effective conversations begin with sharing facts, such as who, what, when, and where, and then delve deeper by asking questions and building on what the other person is saying. This interchange occurs through active listening

Without deep conversations, change is not possible! If you say you are listening but are not open to compromise, are you really listening?

Can change occur?

Top-down leaders often say they are listening but are unwilling to change their position. They may hear what is being said but are not open to compromise. They do not ask questions or ask for clarification and may not embrace the other person’s perspective.

What is compromise?

The definition of compromise is settling a dispute by each person agreeing to some concessions. This is one way to think of compromise.

Another way is to listen and see the situation from the other person’s perspective. Hearing the evidence that is driving the conversation may lead to agreement. Think of this as a form of compromise.

Through deep and meaningful conversations, meshing your ideas with the other person’s ideas is also a way to compromise. Together, you create something bigger, better, more creative. An idea or plan emerges that you never considered or thought possible.

Are you willing to listen and compromise?

If so, begin by having deep conversations, asking lots of questions, and actively listening!

Conversations Drive Communication

Mon, 17 Jul 2023 23:33:09 GMT

What do you think is the biggest problem with communication?

"The single biggest problem with communication is the illusion that it has taken place ." - George Bernard Shaw

The 5-C Model of Communication (Bud & Jacobson, 2023) is a user-friendly conceptual framework which builds positive relationships. This framework ensures that productive, open dialogues will take place in a meeting. Communication is a complex process, too often filled with monologues rather than dialogues.

How we communicate, verbally, vocally, and non-verbally is key to the success or failure of any relationship. Speakers often listen, waiting for a pause in a conversation, to state ideas, rather than build upon what has already been said. Therefore, when sharing ideas, both the speaker and the receiver must perceive messages in the same way (Bud & Jacobson, 2023).

How do we ensure meaningful dialogues take place?

Begin with CONVERSATIONS, which revolve around asking and answering questions, then building on what the other person says. Effective conversations are powered by active listening and fueled by perspective-taking.

COLLABORATION is the willingness to develop a shared vision and be open to working together to accomplish a common goal.

Each of us brings different goals to the conversation. COOPERATION forges a balance between a person’s individual goals and the needs of others.

Effective communication must provide for COMPROMISE, which is not always about giving in, but rather, blending everyone’s unique ideas to develop an improved solution to any problem.

Finally, one can reach CONSENSUS by having deep and meaningful conversations, which include collaboration, cooperation, and compromise. When all attributes of the 5-C Model work together, consensus can be reached.

Are your teams effectively communicating? Are your meetings filled with monologues rather than dialogues? Does everyone on your team feel valued? To learn more about the 5-C Model of Communication (Bud & Jacobson, 2023) visit www.NavigatingSpecialEducation.com .

Let's Plan to Meet

Wed, 12 Jul 2023 19:21:43 GMT

"An hour of planning can save you 10 hours of doing. " - Dale Carnegie

What, another meeting? Oh No!

Anxiety and stress. I don’t want to go into a room with strangers and feel alone, knowing they are all colleagues. How can we change this situation?

Have a Pre-meeting.

What is it? The pre-meeting uses a small, intimate meeting format, which allows everyone’s voice to be heard and their ideas considered. It can be a powerful tool and becomes the first meeting in the IEP process.

A Pre-IEP meeting between parents and a case manager or school administrator leads to more productive and shorter IEP meetings. Yet, they are viewed as an extra meeting and require parents to take time away from their jobs or other responsibilities. This is why educators and parents are resistant to having this extra meeting.

We believe these meetings build trust, which is why we suggest having one or more pre-meetings between the administrator, or case manager, and parents before IEP meetings. This type of meeting can be a powerful tool and becomes the first meeting in the IEP process.

Using a small intimate meeting format allows everyone’s voice to be heard. The pre-meeting concept is not found in education handbooks or government documents. Yet, it gives parents and educators a platform to clarify the purpose of the IEP meeting, share and discuss data, and review the procedures outlined by state and federal laws. It allows parents to ask questions and better understand the IEP process without feeling threatened or intimidated.

The concept of having a Pre-IEP meeting may be rejected because everyone views it as just another meeting and does not understand its purpose. Trust emerges when casual meetings are held because everyone starts to hear one another’s perspective. The pre-meeting also leads to creative opportunities, such as creating a ‘cheat sheet. This is a one-pager filled with definitions and terminology that will be used at the IEP meeting.

If you would like to learn more about the value of a PRE-MEETING and how to build a repertoire of techniques to help parents and educators effectively communicate with each other as partners, submit a request to speak with Peggy and Tamara.

Bernards Township Library Talk

Sun, 21 May 2023 15:42:51 GMT

BASKING RIDGE, NJ – Tamara L. Jacobson and Peggy S. Bud spoke about their timely book Navigation Special Education; The Power of Building Positive Parent-Educator Partnerships this month at Bernards Township Library in Basking Ridge, New Jersey . Parents, educators, and community members attended the program. Bud and Jacobson presented an overview of the 5-C Model of Communication, an original theoretical framework to help parents and educators effectively communicate. They also discussed active listening and the importance of data collection. They have many speaking engagements planned both in-person and virtually to promote their book, and they also offer consulting services to parents and school districts.

Ferguson Library Book Signing

Tue, 09 May 2023 18:00:37 GMT

STAMFORD, CT – Authors Peggy S. Bud and Tamara L. Jacobson discussed their book, Navigating Special Education: The Power of Building Positive Parent-Educator Relationships, where they shared their 5C Model of Communication: Conversations, Collaboration, Cooperation, Compromise, and Consensus to provide educators and parents a deeper knowledge of every aspect of the special education process so they can form trusted, proactive alliances. –

Book sale and signing followed the presentation.

A Moderated Conversation

Tue, 02 May 2023 20:25:24 GMT

WESTPORT, CT – Authors and educators Peggy S. Bud and Tamara L. Jacobson spoke at the Westport Library on Monday evening, April 24, in the Trefz Forum for an exploration of their new book, "Navigating Special Education," which provides a timely and innovative roadmap for parents, educators, and administrators to build proactive, positive partnerships that will lead to 21st century best practices for students.

Sivan Hong, a well-known advocate for special education and a bestselling children’s book author, moderated the conversation.

Watch the recorded conversation below.

"I wish I had this book before my first IEP/PPT. Easily one of the best reads out there to give you advice on how to best advocate for your sped child. (I get no kick backs from the authors, I only interviewed them )⁠. I learned so much!" – Sivan Hong

Sivan Hong's Book Review on Amazon

A New Course at Missouri State University

Mon, 24 Apr 2023 15:59:29 GMT

We are thrilled to announce our book “Navigating Special Education” is being used in Missouri State’s undergraduate course, Working with Families of Exceptional Individuals.

When we wrote this book, our vision was to change how parents and educators communicated and put the child at the center of the conversation.

Using our book, as a teaching tool, provides future teachers, administrators, and related service providers with best practices for building partnerships.

We believe Missouri State University will be the first of many universities to adopt“Navigating Special Education.”

Goodreads Giveaway

Wed, 29 Mar 2023 16:46:01 GMT

Enter on the Goodreads website for your chance to win our book!

TEDx – Redefining the parent-teacher relationship

Fri, 24 Mar 2023 21:09:52 GMT

Did you know that how parents and teachers communicate, actually affects student success? Peggy Bud dives deep into this important aspect of the Special education process at this Ferguson Library TEDx event about parent-teacher relationships.

Book Signing at the Council for Exceptional Children Conference

Fri, 10 Mar 2023 21:15:03 GMT

Navigating Special Education, Building Positive Parent-Educator Partnerships was officially launched at the Council for Exceptional Children Conference in Louisville, Kentucky, on March 1, 2023. We had a terrific turnout full of conversations with people who stopped by the Slack Booth to learn about our book. We loved collaborating with other educators and community members about thoughts on our book and explicitly discussing the essential tools and strategies in Navigating Special Education.

Our aim is to change how parents and educators communicate, collaborate, cooperate, and listen, always putting the child’s needs first in their conversations. After purchasing a copy of the book, the entire community of practice: teachers, administrators, professors, students, and family members, all made the same comment, ‘I can’t wait to read this book!’ We envision people reading our book while traveling home from the conference and returning to work with a new vision of how and why building positive parent-educator relationships.

It was so much fun to walk around the Exhibit Hall and speak to students, teachers, administrators, university professors, and exhibitors about the importance of building positive parent-educator partnerships. Everyone agreed that “the topic was timely and essential,” We also shared some exciting case studies and real-life stories about communication breakdowns at IEP meetings.

We know change can be challenging and scary. When parents and educators read our book, they will understand the importance of building these vital relationships. We welcome questions from our readership. Happy Reading!

5C Model of Communication

Mon, 13 Feb 2023 14:00:01 GMT

5C Model of Communication

The 5C Model provides a foundation for building parent-teacher partnerships. Our new grounded theory embraces conversations, collaboration, cooperation, compromise, and consensus (Bud & Jacobson, 2023). Through meaningful and authentic conversations, trust and transparency emerge. When everyone is open to working and communicating as partners, the Individual Education Planning (IEP) Team is in a better position to reach the end game, without meetings turning adversarial.

Through open and honest dialogues, a shared vision and third voice emerges. Meetings are less stressful. Together parents and educators can identify the child’s needs and how to best address them. Active listening and perspective taking start to play important roles. Fewer misunderstandings and miscommunications occur.

Bud and Jacobson believe that only when parents and educators use the 5C Model and effective communication strategies can they forge a partnership. After which, everyone’s voice will be heard and considered; the team as partners will co-create the child’s IEP.

Navigating Special Education, Bud & Jacobson, 2023

When Parents and Educators Forge Partnerships

Thu, 02 Feb 2023 15:45:37 GMT

When Parents and Educators Forge Partnerships

Meetings are conversations rather than monologues.
Empathy and understanding of everyone’s perspective occurs.
Monetary resources are spent on teacher instruction and student learning.
Meetings are productive rather than stressful.
The IEP Team creates a shared vision.
A third voice emerges.
The Individual Education Plan (IEP) is co-created.

Navigating Special Education, Bud & Jacobson, 2023

Yesterday's Dream

Thu, 03 Nov 2022 19:36:35 GMT

Yesterday’s Dream

Dr. Seuss said. “ Oh, the places we’ll go…. ” Some of these places will be fun and exciting, some will be difficult to navigate, and others will be places we’d rather not go, but….

Life doesn’t always give us choices. So instead of focusing on what you didn’t get, celebrate what you got. Make lemonade out of lemons and enjoy drinking it down to the very last drop.

As soon as a family knows they are going to have a baby, they begin to formulate the hopes and dreams for their soon-to-be-born child and themselves. They make plans, decorate the child’s room, even decide where the child will go to college. Many parents envision all momentous occasions: birthdays, bar mitzvahs, sweet sixteen parties, proms, weddings, and even the birth of their first grandchild. Some families decide the child’s career: doctor, lawyer, teacher. Others assume their child will take over their family’s business or follow in their footsteps. Many parents are lucky enough to have children who will fulfill their hopes and dreams, while others will have to change ‘Yesterday’s Dream.’

When at birth, early childhood or even during their teenage years, a child is medically identified as having a disability, parents are likely left devastated. Their child’s disability, whether mild or profound, will change the trajectory of their life and their family’s path. Some students develop illnesses as children, while others develop their disabilities over time. In all cases, the child and family’s journey changes because of these diagnoses. ‘Yesterday’s Dream’ is no longer possible!

What does this all mean? It means that the parents’ original plans for momentous occasions and career choices will be different. When parents are faced with an unexpected diagnosis, at any time throughout their child’s life, there is a feeling of disappointment and a loss of what could have been. This is normal. It takes a paradigm shift on the part of the whole family to embrace a new vision.

There are many resources and opportunities to help families. From the moment parents, students, and educators join the child’s journey called ‘Special Education,’ they find some things challenging and many others simple and beautiful. There will be ups and downs, as the family travels on their child’s new path from childhood to adulthood. Embracing a new ‘shared vision’ requires perseverance, with a little grit. The result is then a positive journey, filled with new hope and success. The entire family and the exceptional child will be the best that they can be.

I Do Not Like These IEPs

Mon, 08 Aug 2022 17:10:01 GMT

Do you like these IEPs? I do not like these IEPs. I do not like them, Jeez Louise.

We test, we check, we plan, we meet, but nothing ever seems complete.

Would you, could you like the form?

I do not like the form I see. Not page 1, not 2, not 3. Another change,

a brand-new box, I think we all have lost our rocks.

Could you all meet here or there?

We could not all meet here or there. We cannot all fit anywhere.

Not in a room. Not in a hall. There seems to be no space at all.

Would you, could you meet again?

I cannot meet again next week. No lunch, no prep. Please hear me speak.

No, not at dusk and not at dawn. At 4 p.m. I should be gone.

Could you hear while all speak out? Would you write the words they spout?

I could not hear: I would not write. This does not need to be a fight. Sign here, Date there,

mark this, check that, beware the student’s ad-vo-cat(e)

You do not like them so you say.

Try it again! Try it again! And then you may.

If you let me be, I’ll try again and you will see.

Say!

I almost like these IEPs. I think I’ll write 6,003.

And I will practice day and night. Until they say, “You’ve got it right.”

- Author Unknown

Navigating Special Education Blog

Starting Strong: How to Join a Team with Confidence

What to Say, and How You Say It; Earns You a Seat at the Table

Transformative Leadership Empowers Teachers

How Grief Affects Saying Goodbye to Yesterday’s Dream

Excerpt from "Yesterday's Dream"

Acceptance Leads to Building a New Vision

Grief is a Process

Conclusion

Why Active Listening Makes all the Difference for Speech-Language Pathologists

ableU On-demand Professional Development

The Inclusive Education Project Podcast

Episode 280: Navigating Special Education with Effective Communication ﻿

Inclusive Education

How to Build an Inclusive Environment and Get Buy-in

Definition

Overview

Communication is Key

How to Begin

Parent Programming

Collaborative Teaching and Learning, An Integral Part of Inclusive Education

Educators Role

Paraprofessionals

Administrators

Confidentiality

Inclusive Education Obstacles

Is Inclusive Education Always Appropriate?

Innovative Teaching and Learning Practices

The Path Forward

Listening Leads to Compromise

Conversations Drive Communication

What do you think is the biggest problem with communication?

How do we ensure meaningful dialogues take place?

Let's Plan to Meet

Bernards Township Library Talk

Ferguson Library Book Signing

A Moderated Conversation

Sivan Hong's Book Review on Amazon

A New Course at Missouri State University

Goodreads Giveaway

Enter on the Goodreads website for your chance to win our book!

TEDx – Redefining the parent-teacher relationship

Book Signing at the Council for Exceptional Children Conference

5C Model of Communication

5C Model of Communication

When Parents and Educators Forge Partnerships

When Parents and Educators Forge Partnerships

Yesterday's Dream

Yesterday’s Dream

I Do Not Like These IEPs

Episode 280: Navigating Special Education with Effective Communication