Often parent of children with learning differences not only absorb their children’s pain, they can experience their own challenges – practically and emotionally – in advocating for their children . In recent research, by Dr Gail Saltz, she identifies that the challenge for many students with learning differences isn’t simply that they do not perform well in tests, it is that many students perform unevenly. When this occurs, it calls for effective and positive parent-teacher relationships.
Parents are critical partners in the education system. They influence their children’s attitudes about learning and support further learning at home. Our parent-teacher interviews are designed with regards to formulating Personal Support Plans for our students who have been identified with a learning need. Such interactions call for an open and positive relationship between our parents and their son’s teacher in order to facilitate the greatest outcome for the student. ATC parents and caregivers are the vital link between home and the classroom. When parents become involved in the life of the school, they make it a better place for our young men to learn, grow and thrive. Research has shown that successful parent-teacher partnerships result in improved educational outcomes for students. Lynn Ziraldo identified four critical steps to maintaining positive school climates for parents caregivers and professionals.
For the most successful parent-teacher meetings, the greatest challenge, for both parents and teachers, is to effectively communicate. Within the teaching field of Learning Support, conversations can become disconnected because teachers use specific jargon and terms specific to the field. It is important that teachers make sure specific vocabulary and learning jargon is understood by parents. Clear and concise communication will be reflected in improved educational outcomes for the child and satisfied parents confident their son is achieving his personal best.