Page 15 - Shared Solutions: A Guide to Preventing and Resolving Conflicts Regarding Programs and Services for Students with Special Education Needs 2007

Understanding Conflict
FACTORS CONTRIBUTING POSSIBLE SOLUTIONS TO CONFLICT
Interpersonal factors: Differences in the way the parties approach conflict resolution may lead to a loss of trust. Cultural differences may cause one or more parties to feel that their point of view is not fully understood.
validating the feelings and perspec- tive of others
expressing how one feels and demonstrating empathy
acknowledging and respecting dif- ferences and seeking common ground
(Source: Adapted from Windle and Warren, Collaborative Problem Solving and Dispute Resolution in Special Education, 1999.)
Reasons for Conflict in Special Education
Issues related to the planning and implementation of a student’s special educa- tion program may be sources of conflict. As well, poor relationships may develop for a variety of reasons, leading to conflict between parents and educators.
Planning conflicts happen when parents and educators do not have access to the same information about the student and/or have a different understanding and ideas about the student’s strengths and needs and the special education programs and services that would be most appropriate for the student.
Implementation conflicts happen when parents perceive that plans for spe- cial education programs and services have not been adequately implemented.
Relationship conflicts may arise as a result of cultural differences, styles of interaction, breakdowns in communication, and/or a loss of trust between parents and educators.
CONFLICTS ABOUT PLANNING
Conflicts that happen during the planning stage of special education programs and services may include differences of opinion about a student’s strengths and needs, about a student’s eligibility for particular programs and services, or about what these programs and services should look like and whether they are necessary for the student’s acquisition and demonstration of learning.
Parents may feel that their child has strengths and needs that justify special education programs and services, while educators may feel that the child will be well served without this additional support.
Educators and parents may agree that a student requires an IEP but disagree about what type of intervention would be most appropriate. Information about
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