Page 41 - Shared Solutions: A Guide to Preventing and Resolving Conflicts Regarding Programs and Services for Students with Special Education Needs 2007

Collaborative Approaches to Resolving Conflicts
Ziyaad’s Story: Finding Common Ground
Ziyaad is a Grade 1 student with a language delay. Since the age of three, Ziyaad had been receiving speech and language services through the preschool program run by the local health agency. When he entered Grade 1, his mother expressed concerns about the level of speech and language services supplied by the school board. She had already talked to the teacher about her concerns, and Ziyaad was still not getting the services.
Context, and actions taken:
The student’s mother contacted the principal to inquire about the level and frequency of speech and language services.
The principal contacted the speech and lan- guage pathologist assigned to the school to get further information, which he conveyed to the mother.
The mother continued to have concerns about the level of service and asked to meet with the teacher, the principal, and the speech and language pathologist.
The principal set up the meeting.
At the meeting the mother shared her con- cerns about Ziyaad’s language skills at school and at home, and insisted on a certain type and frequency of speech and language services.
School personnel (including the speech and language pathologist) explained the delivery of speech and language services within the context of the school board.
Strategies used to resolve the conflict:
The mother reaches out to the school to explain Ziyaad’s needs and request specific speech and language interventions.
The school gathers student information.
All the parties at the meeting discuss the situation and are able to find common ground.
After an open dialogue, the mother and school personnel found common issues and agreed on an action plan for speech and lan- guage services.
An action plan was developed that included: a review of the most recent speech and lan- guage assessment; development of an IEP with alternative expectations related to Ziyaad’s speech development needs; a speech and language reassessment (with the parent’s consent) to help determine the type and frequency of speech and language serv- ices required; parental involvement through the use of speech-reinforcement strategies at home.
A follow-up meeting was scheduled for one month later to review Ziyaad’s progress and identify any further actions that might be required.
By compromising within their specific interests, all the parties come to a mutually acceptable shared solution.
Participants clarify the problem, agree on an action plan, and consult together to develop an IEP.
A follow-up meeting is planned to review progress.
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