The booklet is intended to help parents understand and acquire more assertive communication styles in matters of special education. Assertive behavior is introduced, distinguished from less productive behavior styles, and considered in terms of barriers to effectiveness. The booklet proceeds with a discussion of basic legal and human rights that…

Thirty-four teachers of severely handicapped students were asked to rate frequency of 10 communication/collaboration areas (illness, attendance, medication, health issues, hygiene/grooming, clothing/supplies, transportation, after-school programming, Individualized Education Program goals, and discipline). Teachers were also asked to list the…

Suggestions are given to teachers of handicapped students concerning developing helpful relationships with parents. Topics covered include what parents want to know, preparing for a teacher-parent conference, selecting a place, making arrangements for the conference, obtaining further information, communicating with parents, and working with…

This document studies parent attitudes toward parent-teacher communication in the setting of the parent-teacher conference. Respondents were asked to share in-depth their thoughts about parent-teacher communication in six topic areas: (1) the circumstances, (2) the importance, (3) the expectations, (4) the comfort level, (5) the characteristics,…

The author recommends that special educators reject an analytical view of parents and explore strategies for equal status teamwork. Suggestions for normalizing the special educator's relationship with parents are included. (Author/SBH)

This play, commissioned by Project Head Start, is designed to stimulate discussion and deepen understanding of key issues surrounding the confusion and conflicts that often arise when parents and professionals become entangled in disputes over "who is in charge" of the Head Start program. Guidelines for a discussion session following presentation…

The problems of dealing with a child who must wear a hearing aid are discussed, and the importance of cooperation between parent and teacher is emphasized. (JD)

Homework assignments can be frustrating to elementary students and cause disruption of the family routine. Careful planning by the teacher and good communication with the home is needed to prevent this. (SJL)

Discusses the problems in communicating with parents and involving them in the development of their children and in the growth of their children's school. An experimental group, the Parent, Teacher, Governor Working Party (PTG), is described and evaluated. (RK)

Presents math games for parents to use at home with their children to reinforce math skills taught in the classroom. Areas covered include: sorting and counting; number recognition; shapes; basic skills; measuring; and problem solving. (JMB)

Discusses the need for family involvement in preschool education. Presents data from questionnaires on problem children and their families. (JMB)

The case history involves consultation with the parents and teacher of a socially withdrawn kindergarten child. (CL)

Suggests ways high school English teachers can improve communication with their students' parents. (DD)

Teachers at 21 schools were asked to complete questionnaires describing 12 parenting concerns and the frequency of each concern. Findings show that the most frequently discussed concern is stimulating intellectual development. Parents of sixth graders are most likely to seek help with social and emotional development questions. (CH)