I have been working with developmentally disabled & behavioral children for over 10 years. From an educators’ standpoint, consistency is very important when it comes to children it is especially important between families, transitional settings, and the people in connection to these places. School, after-school, and home life experiences all play an instrumental part when shaping the mind of a child. It is important to discuss all fundamental elements such as planned activities, classroom work, field trips, organized play, sports, routine times (arrivals and dismissals), snack, lunch, and breaks (nap time or study hall). An educator is expected to advocate the students’ strengths and needs through communication involving all aspects of the students’ life, including academics, and behavioral elements such as social, and emotional problems that may be occurring. Communication in these domains is crucial and the basis for a concrete partnership between schools and families. It is key when trying to collaborate ideas among teachers and families, as well as, to develop and maintain appropriate programs for the child, focusing on their academic, behavioral, social, and emotional needs.

An educator should use a range of communication tools on a regular basis, which assists in two-way interaction through letters/notes, e-mails, school websites, phone calls, visits, open houses, and conferences should be conducted with parents at least twice a year, with a possible follow-up meeting. Accommodations must be made to meet the varied schedules and language barriers of the families in the schools community.

After reviewing and reflecting the past three weeks of readings, I am convinced that a blog would be the quickest and easiest tool an educator could utilize in terms of communicating with the families within their classroom. However, when directly discussing an individual child, confidentiality must be considered, an individuals access to a computer, the cultural diversity of a family, and one’s familiarity with technology.     

When parents, educators, administrators, and other service providers communicate effectively about a child, parents become more engaged in their child’s life. They become active agents in their child’s success by asking more questions about the child’s education, the placement, and services. They are more likely to participate in school sponsored activities, organizations, and community based events. By establishing this foundation, and engaging in dialogue, school systems, agencies, and families are increasing the probability that the students’ early childhood through teenage experience is positive and a healthy stage in their lives, where their highest potential learning abilities are achieved.