The 5-Point Plan - IIDCThe 5-Point Plan Fostering Successful Partnerships With Families of Students With Disabilities Caitlin C. Edwards and Alexandra Da Fonte o Listen. Plan. Listen

Teachers + Families = Success for All Students

The 5-Point PlanFostering SuccessfulPartnerships With Familiesof Students With Disabilities

Caitlin C. Edwards and Alexandra Da Fonte

o

Listen. Plan. Listen some more.TYain. Collaborate. Become a resource.

Consider culture—and civil rights.Communicate, provide interpreters,

reach out, ask questions, give respect.These are just some ways teacherscan improve how they work with

the families of their studentswith disabilities. And make nomistake, family involvement isa great predictor of growth andwell-being for these students.

Teachers play many roles in the lives ofstudents with disabilities: instructor,advocate, listener, problem solver, andthe list goes on. If their goal is toimpact their students' lives in perva-sive and sustainable ways, however,teachers must also play the role ofpartner to their students' families andhelp them in supporting their chil-dren's needs (Angelí, Stoner, & Shel-den, 2009; Colarusso & O'Rourke,2007). One of the original intents ofspecial education legislation, beginningwith the Education for All Handi-capped Children Act (Pub. L. No.

6 COUNCIL FOR EXCEPTIONAL CHILDREN

94-142, 1975), was to involve thosewho knew the students best andworked with them most consistently(i.e., their families) in the educationalprocess (Pruitt, Wandry, & Hollums,1998).

As the legal responsibilities ofteachers have evolved, however, fed-eral law has mandated intensive fami-ly-centered planning and collaborationat only one level—early childhood(Education for All Handicapped Child-ren Act, Pub. L. No. 99-457 of 1986;Tlirnbull âilirnbull, 1997). Whereasfamily participation is a required com-ponent of individualized education pro-grams (IEPs), students, rather than stu-dents and their families, are often thecentral focus of planning for school-based and transition services (Harry,2004,2008).

Despite a lack of specific mandatesfor family-centered planning beyondthe early childhood years, the homeenvironment and family involvementin the education of students with dis-abilities have a significant effect onstudents' development (Beveridge,2005; Dyson, 2010). In turn, partnering

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with lainilies luis shown signiiicjntbenefits for all those involved, includ-ing students with disabilities, acrossages and grade levels (Colarusso &O'Rourke, 2007; Ryan, 1995). In addi-tion, teachers have a special opportu-nity to provide both services to thestudent and assistance to the family(Beckman, 2002). Addressing both stu-

dent and family needs can help reduceStressors related to rearing childrenwith disabilities and support higherlevels of family health and adjustment.

Helping famihes and finding suc-cessful ways to collaborate with themmust continue to be a priority for edu-cators throughout a student's schoolexperience. Because of the vital nature

of parent-teacher partnerships, wewould like to highlight important tac-tics for forming just such a collabora-tive relationship. In this article, we out-line a 5-Point Plan for teachers to usein developing parent-teacher relation-ships that can potentially benefit fami-lies, students, and all involved in a stu-dent's educational process.

Ihe 5-Point Man

The 5-Point Plan consists of strategiesfor effectively communicating and col-laborating with families of studentswith disabilities. These strategiescondense the 12 "principles of effectivehelp-giving" delineated by Dunst andTrivette (1994, p. 167) with the goal of

TEACHING EXCEPTIONAL CHILDREN 1 JAN/FEB 2012 7

highlighting the role of teachers as helpgivers with families:

1 Be positive, proactive, and solutionoriented.

2 Respect families' roles and culturalbackgrounds in their children'slives.

3 Communicate consistently, listen tofamilies' concerns, and worktogether.

4 Consider simple, natural supportsthat meet individual needs ofstudents.

5 Empower families with knowledgeand opportunities for involvementin the context of students' globalneeds.

They are further broken down inFigures 1 through 5 into individualstrategies applicable to teachers seek-ing to support families of children withdisabilities. Dunst and Trivette con-clude that help giving is most effectivewhen its goal is to enable families tomeet their own needs, solve their ownproblems, and achieve their own goals.Thus, teachers should provide supportthat allows families to be independentand develop a sense of control in theirlives in terms of raising and supportingtheir children with disabilities.

Educators should use these strate-gies in ways that help families standon their own, rather than make themdependent on the teacher. Teachersshould also realize that some of thesesuggestions may already be in place,either in the general education class-room or through a special educationteacher interacting with families. Thegoal of the 5-Point Plan is not to pro-mote a complete overhaul of currentpractices. Instead, the aim of the planis to support and enhance positivestrategies teachers are already using intheir daily practice and encourage useof additional strategies when needed.To address both professional and prac-tical questions, we define each point,describe specific teacher actions, anduse research to demonstrate that eachpoint is supported by evidence-basedpractices.

Point 1 : Be positive, proactive,and solution oriented.

Being positive, proactive, and solutionoriented means focusing on strengths,accomplishments, and ways to over-

resilience (Reid, Webster-Stratton, &Hammond, 2007; Webster-Stratton &Fjone, 1989). To this end, maintain afocus on students' growth and suc-cesses and share these with familieswhenever possible. For example, you

Help giving is most effective when its goal is

to enable families to meet their own needs, solve

their own problems, and achieve their own goals.

come deficits and barriers (see Figure1 ). When working with students withdisabilities, remember that despite thechallenges present, raising childrenwith a disability is no less rewarding orfulfilling than raising children withoutdisabilities (King, ScoUon, Ramsey, &Williams, 2000; Wilgosh, Nota, Scorgie,& Salvatore, 2004). Maintaining thisfocus by engaging in positive parentingand nurturing students with disabilitiesis an essential protective factor forfamilies in building their children's

Figure 1 . Point 1 Strategies

may send intermittent e-mails or writ-ten notes home or make phone calls topoint out something positive that hap-pened at school, rather than waitingfor a report card or progress note tohighlight achievement.

Be proactive by gaining insight fromfamilies (Resch et al., 2010). Ask fami-lies about their children's strengths andareas of need, what has worked in thepast, and any information that familiesdeem important for teachers to know.In addition, research (Dyson, 2010)

Point 1: Be positive, proactive, and solution oriented.

• Send home a concise, easy-to-read description of your classroom expecta-tions at the beginning of the year. List some of the potential consequencesfor meeting or not meeting expectations (e.g., reinforcers and punishers).

• Call families during the first week of school to share at least one positivething their child has done at school.

• Share three positive comments about students for every one negativecomment.

• Make a regular homework schedule, so families know what to expect eachnight and can set up a routine (e.g., 20 minutes of reading per night +math worksheet on Mondays, Wednesdays, and Fridays, and spelling onTuesdays and Thursdays). Then, send home a description of your home-work policy and schedule.

• Ask families to sign and return cover sheet on the items above, so youknow they have received them.

• Send home clear directions with homework assignments instead of relyingon students to remember directions you gave during class.

• Research specific disabilities of students in your class, while keeping inmind the fact that all students, even those who have the same disability,are unique.

• When discussing problems through notes or phone, always present ideasfor possible solutions (e.g., "Tomorrow, we are going to try to bemore successful").


shows that families report concernswith their children being labeled byschools and being judged or catego-rized based on this label. Thus, a wayin which you can be positive, pro-active, and solution-oriented is to iden-tify students' specific successes both inschool and at home, acknowledge indi-vidual needs, and find specific ways tosupport these needs, rather than focus-ing on a label or a weakness.

Point 2: Respect families' rolesand cultural backgrounds in theirchildren's lives.

Respecting families' roles and culturalbackgrounds in their children's livesincludes both recognizing and incorpo-rating families' identities, knowledge,and distinctive perspectives on theirchildren in the educational process(see Figure 2). When you interact withfamilies, remember that teachers andfamilies play different roles in students'lives and often have different perspec-tives from which they view the world.Most central to this strategy is thatfamilies are the experts on their chil-dren and their strengths and needs(Beckman, 2002). Some families ofchildren with disabilities also show anincreased ability to perceive their chil-dren's needs (Sperling & Mowder,2006). In turn, you can acknowledgethis ability by asking for input in solv-ing or preventing difficulties and listen-ing to families' perspectives whendeveloping IEPs. In becoming theexperts on their children, many fami-lies seek research and disability-specif-ic information from a variety ofsources, such as doctors and supportgroups (Tirainor, 2010). Though youshould possess adequate knowledgeabout specific disabilities, you alsoshould acknowledge the families' abili-ty to contribute by asking if there isany disability-specific information theywould like to share and what sourcesthey would recommend to gain newinformation.

Although students with disabilitiesalready comprise a specific group ofindividuals, these students also repre-sent increasingly varied cultural back-grounds, as well (Trainor, 2010). Toacknowledge these diverse back-

Figure 2. Point 2 Strategies

Point 2 : Respect families' roles and cultural backgrounds intheir children's lives.

• Ask families (in person or through questionnaire) for information regardingtheir children (e.g., likes, dislikes, accomplishments, struggles, strategiesthat have worked in the past). Do this at the beginning of each year andwhenever a new student is placed in your classroom or on your caseload.

• Ask families if there is any disability-specific information they would like toshare with you or any information sources they would recommend, so thatyou can gain more knowledge about their child's disability.

• Ask families about any accommodations they make for their student athome that they are comfortable sharing and that may be helpful at school.

• Give families the choice of whether or not to be involved in drafting goalsand services. If they choose not to, respect their decision and alwaysreview all goals and services with them after they have been drafted.

• Discuss or ask for information regarding the student's total needs (e.g.,social, behavioral, academic, health), rather than focusing only on academ-ic needs.

• Ask families if they would like an interpreter at meetings, if applicable, andremind them they are welcome to invite another family member or friendwho could interpret as needed.

• Attend a community event or activity in which the family participates toget to know them better and demonstrate your commitment to their child.

• Ask families if there is anything they would like you to know about them-selves or their family that may help you better serve their child.

grounds, address cultural differencesboth in the classroom and in communi-cation with families to make them feelmore comfortable engaging in collabo-rative relationships with you and otherteachers (Resch et al., 2010). You mayaccomplish this cultural sensitivity, forexample, by asking if families wouldlike an interpreter at meetings and byinquiring about information on thefamilies' culture that may help you bet-ter understand the student. In addition,though families value education in sim-ilar ways across socioeconomic status(SES) settings, studies indicate thatthose of lower SES may feel more com-fortable with teachers taking the leadin decision making than families ofhigher SES (Horvat, Weininger, &Lareau, 2003). You can respect thesetendencies by providing all familieswith opportunities for decision makingbut responding sensitively with addi-tional input or guidance for familiesthat may need more support.

Point 3: Communicateconsistently, listen to families'concerns, and work together.

Consistent communication and collabo-ration involves creating and usingmethods to share information and giv-ing families a way to voice questionsand concerns, as well as share infor-mation from home (see Figure 3).Families of students with disabilitiesreport a need for consistent informa-tion regarding their children's perform-ance in school as soon as the disabilityis diagnosed (Resch et al., 2010). Asstudents' school careers advance, fami-lies continue to express an increaseddesire for communication with teachersto relieve the stress they feel over stu-dents' struggles and to clarify ques-tions about students' self-reports onschool events (Angelí et al., 2009).Families also express anger and distrustwhen services or communication areinconsistent or delayed without expla-nation. Thus, you must communicate

TEACHING EXCEPTIONAL CHILDREN | JAN/FEB 2012 9

Figure 3. Peint 3 Strategies

Point 3 ! Communicate consistently, listen to parent's concerns, and worktogether.

• Keep families informed regarding performance and progress on evaluations.These assessments can take a long time, and families may appreciate hear-ing occasional updates, so they know the process is moving forward.

• If there are delays in testing and implementation of new services, developan action plan for addressing problems until the situation is resolved.Communicate this action plan to families.

• Talk about the student without referring to their disability or label unlessnecessary.

• Cive families a schedule of when you are available for phone conferencesand your policy on returning communication (e.g., 36 hours for phone callsand e-mails, 1 school day for notes).

• Ask families if they would like to set up a communication schedule (e.g.,lO-minute phone call on Thursday afternoons, e-mails on Fridays summingup the week's accomplishments). If you set up a schedule, make sure tostick to it to help families maintain their trust in you.

• Contact families about concerns as soon as they arise. Write out the infor-mation you plan to share ahead of time, so you are sure to cover all impor-tant points.

• Talk with each student's general education teacher and special area teach-ers as frequently as possible. This will ensure you are giving the familiesconsistent information and reports on progress. It may help to set up aweekly 15- to 20-minute appointment with general education teachers andmonthly appointment with special area teachers.

• Talk to families about ideas for home-school connections for the student(e.g., mutual communication through home-school folder, use of teacherweb page on district site, or parent reports of success at home or photos orpictures of family activities to be shared during morning meeting).

language impairments on students'communication (Angelí et al., 2009).Families also express satisfaction whenteachers treat their contributions andsuggestions as feasible options for pro-viding stipport in the school setting(Pruitt et al., 1998). Thus, you shouldfrequently report to families the areasin which accommodations may beneeded, share proposed supports, andsolicit input. Families often deviseways of helping their children and givethem coping mechanisms that encour-age success and independence, such asroutines for daily activities (Dyson.

consistently with families, sharinginformation families identify as impor-tant for their children's success. Forsome, this information may includeknowing with whom their childrenplayed at recess, whereas for others itmay be accomplished by providingweekly updates on academic progress.

Families also place great importanceon collaboration and feeling as thoughthey are working with the teacher forthe benefit of their children (Angelí etal., 2009). Collaboration becomes moreessential to families when studentswith disabilities are placed in inclusivesettings with high demands and morestudents. Consider adopting a strongerfamily-centered focus in which youexamine the needs of the whole familywhen planning for the child's educa-tion (Dunst, 2002). Create a family-

centered focus by listenitig to families'concerns, identifying areas of theirchildren's education they deem particu-larly important, and addressing theseconcerns both informally, such asusing daily or weekly notes, and for-mally, such as incorporating them intothe IEP.

Point 4 : Consider simple, naturalsupports that meet individualneeds of students.

Consider simple, natural supports in astudent's current environment to uti-lize student's strengths and support hisor her specific areas of weakness (seeFigure 4). Families often articulate adesire for natural supports that meettheir children's individual needs, suchas considering the effect of physicaldisabilities on fine motor skills or of


2010). Because these supports are oftennatural and individualized, they couldboth increase their children's schoolsuccess, as well as provide a linkbetween school and home if employedin the classroom environment.Examples may include using specificroutines children follow during meal-times at home or in the cafeteria orusing a token economy at school toearn time with a preferred game oractivity at home.

Families often have difficulty findingprogramming and services in the com-munity sufficient to meet their chil-


Point 4: Consider simple, natural supports that meet individual needsof students.

• Ask families what supports they use at home with students and how stu-dents respond to these supports.

• Discuss accommodations and modifications you are considering using withfamilies. Families may not agree with certain supports you are trying toprovide and may not support them as readily at home. Ask families toshare any concerns they have before implementation.

• Be flexible in managing behavior and be prepared to implement individual-ized strategies in your classroom. Communicate strategies to families andexplain why you believe they will be beneficial. Ask families for input onstrategies and share any concerns they may have about behavior plansbefore implementation.

• Be flexible in changing accommodations, modifications, and strategies asneeded. Communicate to families the changes and the reasons for changes.

• Avoid using generalizations as explanations for behavior (e.g., "I haveboys. I know what they're like" or "All middle schoolers act like this").Instead, state specific behaviors and the functions they appear to serve(e.g., "He has been making inappropriate comments in class. When hedoes, all the kids laugh and he smiles. It seems like he's doing this to gettheir attention").

• Ask families if they are in need of supports at home and if there is anyinformation or suggestions you could provide that may help. Offer moreextensive, specific advice only when solicited and ask for feedback on atiysuggestions given. Take this feedback into consideration before offeringmore suggestions.

• If families need more information on how to find cost-effective services orget funding, with their permission, put them in touch with the school'ssocial worker or give them contact information for relevant local services.

dren's needs (Keller & Honig, 2004).When families do locate adequateprograms, accessing funds oftenbecomes the next obstacle, especiallywhen families seek supports such asrespite services (Agosta & Melda, 1995;Resch et al., 2010). To this end, youcan step out of the traditional, class-room-based role and provide familieswith information on available services,sources of funding, and ideas for howto access both. Of course, you mustclearly state that you cannot promiseprocurement of funds or services; pro-viding this valuable information canhelp build a relationship families viewas collaborative and beneficial outsideof the school context. You can find thisinformation through a variety ofavenues, including speaking to col-leagues at their school, collaborating

with school-based career or guidancecounselors (depending on the stu-dent's age), and contacting outreachand community-involvement programsat local universities or disability servic-es organizations. Many of these organ-izations have already compiled infor-mation that you may obtain and handout to families. Gaining such informa-tion ahead of time allows more time inyour day for communicating with fam-ilies and planning for students.

Point 5¡ Empower fomiliesknowledge and opportunities forinvolvement in the context ofstudents' global needs.It is important to help families accessthe information and tools necessaryfor the support of their children, bothin and out of the classroom. One of



Point 5: Empower families with knowledge and opportunitiesfor involvement in the context of students' global needs.

• Create a packet of information on local services for people with disabilities,as well as inclusive community agencies and activities. Indicate the disabil-ity groups and ages each resource serves. Some families may appreciate theentire packet, whereas others might want information specific to their chil-dren's age or disabilities.

• Give information on cost of services in the packet. Include details on howto find cost-effective services or funding for students with disabilities toparticipate in services or activities.

• Provide information on local support groups for families of students withdisabilities through which they may gain information and strategies forsupporting their child.

• Provide families with frequent opportunities to make choices about theirchildren's education (e.g., subject areas to focus on with homework, typesof homework that work best for the family, individualized reinforcers toprovide that match child preferences).

• Ask families to share what types of information about their student theyfind most valuable. Share this information whenever possible.

• Offer parent trainings and education nights to address specific concernsshared by families (e.g., managing behavior at home, providing summeractivities, working on academics over breaks).

• Encourage school and community organizations to involve and supportstudents with disabilities (e.g., talk to high school or local sports teams'booster clubs about providing seating for people with physical disabilities,offer training to local day cares and after-school programs on supportingchildren with disabilities and behavior problems).

the most commonly reported chal-lenges in rearing children with disabil-ities is a feeling of a loss of control(Dyson, 2010). Families note that theyfeel isolated from the world aroundthem, including schools and the com-munity (Freedman & Boyer, 2000;Worcester, Nesman, Raffaele Méndez,& Keller, 2008). You can help familiesrestore a sense of control by consis-tently providing information—not justrelated to the students' education butalso to the students' broader needs(see Figure 5).

You should first ask what informa-tion would be helpful to families,rather than assuming what their needsare and sharing information that fami-lies may find unimportant or conde-scending (Pruitt et al., 1998). Theseneeds may include information on theirchildren's civil and educational rights;

accessing community resources; find-ing available disability services; oraddressing academic, behavioral, andsocial skills at home (Dyson, 2010;Olkin, 1997). For interested families,provide information on training pro-

school and home (Reid et al., 2007;Trainor, 2010). Gaining such knowledgeassists families in making positive deci-sions for the children's continuedgrowth and development and providingfor children's unique needs (Dyson,2010).

In addition, families of studentswith disabilities, especially those whofeel they have had to fight for servicesthey believed were appropriate for theirchildren, also report feeling isolatedfrom the school and opportunities tobecome involved in the school commu-nity (Resch et al., 2010). You can com-bat this feeling of disconnect andincrease empowerment by providingconsistent information on how andwhen families can attend school func-tions, become involved in school com-mittees, or volunteer with other teach-ers and families. In addition, considerjoining local, state, and national organ-izations, such as the Council for Excep-tional Children (cec.sped.org).

Final Thoughts

Families' involvement in their chil-dren's education stands out as one ofthe greatest predictors of growth andwell-being for students with disabilities(Elliott & Mullins, 2004; Resch et al.,2010). Not surprisingly, when teachersstrive to build working partnershipswith families of students with disabili-ties, home-school collaboration and, inturn, student achievement increases(Angelí et al., 2009; Jeynes, 2007). Thegoal of the 5-Point Plan is to provideteachers with concrete examples ofhow to initiate and sustain coUabora-

Families' involvement in their children's education

stands out as one of the greatest predictors of growth

and well-being for students with disabilities.

grams, primarily those focusing onreinforcing academic skills and manag-ing problem behaviors. Providing sucheducational programs is an effectiveway to increase knowledge andempowerment, enhance students' suc-cess across environments, and link

tive relationships with families inwhich families receive the support andresources they need to build their chil-dren's futures.

As teachers strive to constructthese relationships, they see theeffect that positive partnerships that


acknowledge, respect, and empowerfamilies can have on students. Thefield of special education is still strug-gling to match school resources, com-munity resources, and teacher prac-tices with families' needs (Resch etal., 2010). By basing collaborativerelationships on an exchange of infor-mation, strategies, and resourcesbetween teachers and families, teach-ers can help families solidify theirresilience and self-sufficiency and sup-port families' active involvement intheir children's education (Lloyd &Hastings, 2009). The 5-Point Plan canserve as a tool through which teachersfulfill this role as help givers to fami-lies and more globally meet both par-ent and student needs.

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Caitlin C. Edwards, Special EducationTeacher, Metropolitan Nashville PublicSchools, Nashville, Tennesse. AlexandraDa Fonte (Tennessee CEC), AssistantProfessor of the Practice of Special Education,Department of Special Education, VanderbiltUniversity, Nashville, Tennessee.

Address correspondence concerning thisarticle to Alexandra Da Fbnte, SpecialEducation Department, Peabody »228Appleton Place, Vanderbilt University,Nashville TN 37203-5721 (e-mail:[email protected]).

TEACHING Exceptional Children. Vol. 44,No. 3, pp. 6-13.

Copyright 2012 CEC.


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The 5-Point Plan - IIDCThe 5-Point Plan Fostering Successful Partnerships With Families of Students With Disabilities Caitlin C. Edwards and Alexandra Da Fonte o Listen. Plan. Listen

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