Page 199 - Special Education in Ontario, Kindergarten to Grade 12: Policy and Resource Guide

Special Education in Ontario, Kindergarten to Grade 12 Draft Parents:
• provide up-to-date information about their child as it relates to the child’s learning (e.g., recent assessment reports);
• provide important information that will assist in the development and implementation of their child’s educational program (e.g., the talents and skills their child demonstrates in the home and community; their child’s likes, dislikes, learning styles/preferences, interests, and reactions to various situations);
• reinforce and extend the efforts of the educators by providing opportuni- ties for their child to practise and maintain skills in the home;
• provide feedback on the child’s transfer of skills from school to the home and to community settings;
• maintain open communication with the school.
Ways of Supporting Parental and Student Involvement
In addition to the responsibilities outlined above, parents play an important role in the IEP process by communicating to the in-school team a picture of their child’s life thus far, suggesting ways to avoid potential problems, and helping the in-school team achieve continuity of programming for the student.
Principals and teachers can support parental and student involvement by:
• communicating openly and regularly with parents and students in clear, plain language (i.e., language that is free of jargon);
• giving parents and students the opportunity to specify how, and to what degree, they wish to become involved in consultation during the development of the IEP;
• contacting parents by telephone as well as in writing to notify them about meetings of the in-school team regarding the development of the IEP;
• informing parents and students about the topics that will be discussed at the IEP meeting and about who will attend;
• ensuring that parents and students are given the opportunity to provide meaningful input on the development of the IEP;
• checking regularly with parents and students to share effective strategies and gather feedback;
• checking regularly for possible parental or student concerns or confusion (by asking questions, if necessary);
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