Improving Parent-Educator Relationships for Rural Special Education Essay

Improving P arnt-Educator Relationships for Rural Special Education - strive ExampleBut the authors emphasize that it is not yet too late for them to do work in increase the aw atomic number 18ness level of parents. To ensure that the roles of both sides are clearly delineated, teachers must take the initiative in being sensitive about the structure of spare fosterageal activity teams and in reaching out to the parents. In holding parent-educator meetings, time and place is a crucial factor such meetings should allow the two parties to work together and interact in a common venue. Conclusion Effective special education programs are the result of the collective efforts of all stakeholders. Without parents in the circle, educators and members of the larger community will not be up to(p) to develop authoritative special education hinderance programs since these lack humanness, with no bases on real-life experience. In the country-style setting, since parents are on the underpri vileged side, educators and other special education professionals are supposed to go the additional mile in making them involved in evolution strategies for educating special children. The article reviewed has clearly articulated the abovementioned message. Since this is more of a survey of previous literature, it is suggested that next studies concentrate on the erring side, the educators, for a fairer discernment of the whole special education process. Using a multi-method approach (i.e., employing both qualitative and quantitative enquiry methods) will help generate reliable information regarding the respective roles of teachers and parents in providing quality education for special children, as well as in applying intervention strategies to help such children cope with the development environment. audience Trussell, R.P.,... This essay analyzes that effective special education programs are the result of the collective efforts of all stakeholders. Without parents in the cir cle, educators and members of the larger community will not be able to develop authoritative special education intervention programs since these lack humanness, with no bases on real-life experience. In the rural setting, since parents are the underprivileged side, educators and other special education professionals are supposed to go the extra mile in making them involved in developing strategies for educating special children.The article reviewed has clearly articulated the above-mentioned message. Since this is more of a survey of the previous literature, it is suggested that future studies concentrate on the erring side, the educators, for a fairer assessment of the whole special education process. Using a multi-method approach will help generate reliable information regarding the respective roles of teachers and parents in providing quality education for special children, as well as in applying intervention strategies to help such children cope with the learning environment. Wi th the rise in the number of special children in general education classes, todays teachers are confronted with the challenge of meeting the needs of such exceptional students. From this realization, Jenkins and Yoshimura (2010) demonstrated how professional development will turn of events an integral role in helping teachers acquire basic knowledge and skills in special education.