The Level of Effectiveness of Collaborative Strategies used by Parents and SPED Teachers of Children...
-
Upload
geleen-alday-oguing -
Category
Documents
-
view
218 -
download
0
Transcript of The Level of Effectiveness of Collaborative Strategies used by Parents and SPED Teachers of Children...
-
8/12/2019 The Level of Effectiveness of Collaborative Strategies used by Parents and SPED Teachers of Children with Develo
1/19
FAR EASTERN UNIVERSITY
THE LEVEL OF EFFECTIVENESS OF COLLABORATIVE STRATEGIES
USED BY PARENTS AND SPED TEACHERS OF CHILDREN
WITH DEVELOPMENTAL DISABILITY
by
LAYOS, AMMERRAH A.
OGUING, GELEEN A.
SABINO, JUVILYN
Far Eastern University
ABSTRACT
The research was conducted to determine the level of effectiveness of
collaborative strategies used by parents and SPED teachers. Many studies in collaborative
strategies assert that when parents and SPED teachers collaborate, academic
achievement increases, school satisfaction and there is successful in school setting. The
study, therefore investigated the level of different ways and strategies by which parents
and SPED teachers collaborate. This study included 25 parents and 25 SPED teachers from3 different Schools in Manila and Quezon City. Data was collected using a descriptive
qualitative survey, which included 15 items. The information will be used to identify the
level of parent-SPED teachers collaboration. The results of this study will help to give
collaboration enhancement program to parents and SPED teachers of children with
developmental disability. In this study it was found out that collaborative strategies used
by parents and SPED teachers is very effective when it comes to the development of their
child at school. Based on the results of the study it was recommended that parents and
SPED teachers should attend seminars to enhance their collaboration to be more
effective to children with Developmental disability.
-
8/12/2019 The Level of Effectiveness of Collaborative Strategies used by Parents and SPED Teachers of Children with Develo
2/19
FAR EASTERN UNIVERSITY
Introduction
Collaboration is described as two or more people who work together for a
common goal. Collaboration occurs when people come together with the same ideas,
opinions and work for a common outcome. Collaboration is important for working with
students and optimizing students academic performance (Friend & Cook 2007; Gable,
Mostert&Tonelson 2004) it is a key for students to be successful not only in academic
performance but also in school setting. On the other hand Teachers should be the one
who are more actively involved with parents, engage positive communication and
support families regarding their decisions to their children.
(Clark, 1993) reported that involving parents in their childrens formal education
improves student achievement thats why collaborative practices can be found in many
schools today such as parent involvement and formal meetings about the students. The
parents of children with disabilities have more opportunities to collaborate with teachers,
to be involved and to influence their childs education (Salisbury and Evans, 1988). On the
other hand Teachers should be the one who are more actively involved with parents,
engage positive communication and support families regarding their decisions to their
children. When parents and teachers have a good relationship the students will become
more successful in school and can motivate them to excel in school, produce more school
attendance and improve behavior at home and at school.
-
8/12/2019 The Level of Effectiveness of Collaborative Strategies used by Parents and SPED Teachers of Children with Develo
3/19
FAR EASTERN UNIVERSITY
Collaboration holds several advantages for children, parents and for teachers.
Collaboration for children has a positive effect in academic achievement and enhances
the probability that they will succeed in school (Clark, 1993). For parent, involvement in
their childs education fulfill their obligations for their children (Murphy, 1981) it can also
be use for the parents who doesnt have any idea about their childs disability and help
families to understand more what is happening on their childs education. As for teachers
it will help them to better understand the child and to have a better outcome.
Background of the Study
In the field of special education there are many articles that have been done in the
importance of collaboration for successfully working with other professionals and families
in schools today (Cramer & Strivers, 2007; Friend & Cook, 2005, 2007; Keefe & Moore,
2004; Villa & Thousand, 2000).
All parents can and should participate meaningfully in their childrens education,
including those children who received special education services. The value of parent
participation has been recognized under law since 1975 (Coots, 2007)
In the field of special education there are many articles that have been done in the
importance of collaboration for successfully working with other professionals and families
in schools today (Cramer & Strivers, 2007; Friend & Cook, 2005, 2007; Keefe & Moore,
2004; Villa & Thousand, 2000). There are few scholars and professionals who explored
about the different approaches in collaboration since then, and research has
demonstrated the benefits of all parties involved: from children and their families, to
-
8/12/2019 The Level of Effectiveness of Collaborative Strategies used by Parents and SPED Teachers of Children with Develo
4/19
FAR EASTERN UNIVERSITY
parents and teachers (Hedeen, Moses, & Peter, 2011) and it has been viewed as the
important and best practice in special education (Cross, Traub, Hutter-Pishgahi, &
Shelton, 2004; Barnes & Turner, 2001; Kurjan, 2000; Pena & Quinn, 2003). Research has
confirmed the positive benefits of parent-professional collaboration on the education of
children with disabilities. For instance, the students who received higher grades have
their parents involved in their school (Fehrmann, Keith, &Reimers, 1987) thats why the
Schools today requires collaboration between families and professional to obtain the
childs academic performance (Friend & Cook, 2007; Gable, Mostert, &Tonelson, 2004).
Synthesis
Collaboration between parents and SPED teachers is important in the educational
progress of the child. Student achievement increases to higher level when relationship
between families and school is more collaborative and comprehensive.
Collaboration between parents and SPED teachers through IEP emphasizes on the
contribution of parents in the decision on their childs education which guides their
students education performance, assessment of that performance, behavioral
considerations, and appropriate accommodations and modification. Jones, (2009) affirms
that children with disabilities may also benefit when parents work together with other
school professionals in a collaborative style.
Collaboration with parents and education professionals in early intervention of
special education stated that collaboration is an accepted best practice to provide
services for young children with disabilities in natural environment such as the childs
-
8/12/2019 The Level of Effectiveness of Collaborative Strategies used by Parents and SPED Teachers of Children with Develo
5/19
FAR EASTERN UNIVERSITY
home, and to plan each childs individualized family service plan (IEFSP) with families
concerns and goals. The study proved that collaboration is an effective way for families
and professionals to reach their goals for children with disabilities who are under in early
intervention program.
The benefit of collaborating with parents discusses the importance of
collaboration in academic achievement of the students. Parent involvement has a positive
correlation between school success and parent involvement in school (Epstein & sander,
2006). The study stated that for students with disabilities where parents are significantly
contributes on an annual basis to their students educational plan, this involvement carry
a grater implications. Parents of children with disabilities provide information, without
this comprehensive view of the student intervention attempts could be misguided.
Collaboration between special educators and parents has been responsible for improving
student outcomes (Murray, 2004). In addition, the information sharing which occurs in
the parent-educator partnership promotes the parents advocacy abilities (Gallagher, et
al., 2004)
The past researches concentrate on the importance of collaboration between
parents and SPED teacher to children with disabilities. These researches collected and
gathered data on how it is important to collaborate with parent and professionals in
increasing student achievement. Collaboration between parents and SPED teachers is the
key in helping students to reach their goals especially for students with disabilities.
-
8/12/2019 The Level of Effectiveness of Collaborative Strategies used by Parents and SPED Teachers of Children with Develo
6/19
FAR EASTERN UNIVERSITY
Methodology
Due to the descriptive nature of the research questions asked, a qualitative
researcher-made survey questionnaire was used for this study, it served as a tool for
gathering data information for the study.
The unit of the study was parents and SPED teachers. The target population
comprised 25 parents and 25 SPED teachers from public school in Quezon City and
Manila. 2 public schools in Manila and 1 public school in Quezon City.
The survey instrument was created by the researchers. One instrument was
distributed to parents (Appendix A), and the other instrument was distributed to teachers
(Appendix B). Both parents and teachers consist of 25 statements to be valued using a
five point Likert scale in which the respondents were asked to indicate the effectiveness
of each collaborative ways and strategies.
-
8/12/2019 The Level of Effectiveness of Collaborative Strategies used by Parents and SPED Teachers of Children with Develo
7/19
FAR EASTERN UNIVERSITY
Summary of Findings
1. What is the socio demographic profile of the respondents according to their:A.GenderThe distribution of the parent respondents according to their gender. 80% of the
respondents are female and 20% are male which means that most parents who are
engage in their childs education are female.
The distribution of SPED teacher respondents according to their gender which
shows that 96% of the respondents were female and 4% of the respondents are male.
B.Educational attainmentMajority (48%) of parents identified themselves as a high school graduate, (44%)
college graduate and (8%) are elementary graduate and the distribution of teacher
respondents according to their completed degree. All of SPED teachers (100%) completed
bachelors degree and none of the teacher-respondents completed masters and
doctorate.
C.SalaryMajority (36%) of the parent-respondents have a 10,000-15,000 monthly salary
income. The 32% have a 20,000 and above monthly salary income and another 32% have
less than 5,000 monthly salary income. The majority of the respondents have more than
the average 10,000-15,000 monthly salary income in the Philippines and the distribution
of teachers according to their monthly salary income. Majority (96%) of the SPED teacher
respondents have a 20,000 to 30,000 monthly salary income while 4% of the respondents
-
8/12/2019 The Level of Effectiveness of Collaborative Strategies used by Parents and SPED Teachers of Children with Develo
8/19
FAR EASTERN UNIVERSITY
have a 40,000 and above monthly salary income which means that most of the SPED
teachers have a high income that is enough to sustain their needs.
2. What is the level of effectiveness of the parent and SPED teacher respondentsduring the following events:
A. IEP meetingIt was found out that the parents see IEP meeting as a very effective
collaborative way in which they can participate in the educational performance of their
child, having a composite mean of 3.73 and the teachers see IEP meeting as very effective
collaborative way having a composite mean of 4.18.
B. School activitiesIt was found out that the parents see school activities as very effective
collaborative way in which they can participate in the educational performance of their
child, having a composite mean of (3.86) and the teacher see school activities as a highly
effective collaborative way in which they can contribute in the educational performance of
their student, having a composite mean of (4.22).
C. Parent-teacher conferenceThe average mean of the whole scale on parent-SPED teacher collaboration
during parent teacher conference is 3.98 which are interpreted as highly effective meaning
the most parent-respondents find parent-teacher conference helpful in contributing to
their childs success in school and The average mean of the whole scale on parent -SPED
teacher during parent-teacher conference is 4.18 which are equal to very effective
-
8/12/2019 The Level of Effectiveness of Collaborative Strategies used by Parents and SPED Teachers of Children with Develo
9/19
FAR EASTERN UNIVERSITY
meaning most of the teachers find parent-teacher conference helpful in terms of
informing parents about how their childs doing in school.
3. What is the level of effectiveness of collaborative features used by parents andSPED teachers respondents in the following areas:
A.channels of communication
The average of the whole scale on parent-SPED teacher channels of
communication is 4.49 which is equal to very effective meaning most of the
parent-respondents find communicating with SPED teachers is helpful in terms of
getting information about their child and to be involved in their childs education
and for the teacher respondents see that channels of communication is a very
effective way which they can communicate or collaborate to the parents having a
composite mean of 4.15.
B.level of commitmentIt was found out that the parents see level of commitment as an effective
collaborative strategy in which they can participate in the educational
performance of their child, having a composite mean of (4.14) and for the
teacher respondents they see level of commitment as a highly effective
collaborative strategy in which they can reach out and build a good and strong
relationship with the parents, by having the mean of (4.29).
-
8/12/2019 The Level of Effectiveness of Collaborative Strategies used by Parents and SPED Teachers of Children with Develo
10/19
FAR EASTERN UNIVERSITY
Conclusion
1. The socio-demographic profile of the parents showed that most of the parentsrespondents show that females are more involved in their children with
developmental disability than males. It also revealed that most of the parent-
respondents in manila and Quezon City have completed high school level and
spend fewer years in education. Most of the parent respondents have a 10,000 to
15,000 monthly salary income which shows that parents have enough sources on
their finances to support the needs of their children especially for their children
with developmental disability. The socio demographic profile of the SPED teacher
respondents among the three public SPED schools revealed that special education
teachers are dominated by females than males however, this doesn't mean that
male teachers are less effective than female teachers. It also revealed that all of
the SPED teacher respondents have completed bachelors degree which shows
that sped teachers have enough knowledge to teach children with developmental
disability. Additionally, SPED teacher respondents have a 20,000 to 30,000
monthly salary income which shows that SPED teachers in public schools have
enough income to support their needs.
2. Parents find IEP meeting very effective when it comes to parents who participatesin their childs education. Most of the parent respondents wants to be involved in
their childs education in terms of deciding for the instructional plan of their
children because they are the ones who knows there child's personality, habits,
-
8/12/2019 The Level of Effectiveness of Collaborative Strategies used by Parents and SPED Teachers of Children with Develo
11/19
FAR EASTERN UNIVERSITY
strengths, and weaknesses and they think that their suggestions for the
instructional plan of their child will be the best and appropriate for their children.
It also delve in the study that most of parent respondents have a less priority in
knowing the strengths and weaknesses of their child at school because parents
think that it is not important in contributing in their childs progress.
With the data results the researchers conclude that teachers dont make decisions
without collaborating to the parents or other family members. This states that it is
effective to involve parents in decision making to have a positive outcome in the
educational performance of the students. On the contrary, deciding for
instructional plan get the last spot but still got a high mean the researchers
concluded that it still effective for the parents and it is also important to them to
share suggestions or opinions to the parents regarding instructional plan.
Parents find school activities very effective and efficient in terms of contributing
to their childs success in school. Most of the parents wants to attend their childs
performances at school meaning parents supports their childrens educational
progress and wants to participate in activities at school. Most of the parent
respondents give a less importance when hosting the school activities because
they think that it have a less impact in their childrens success and doesnt have a
major influence in their childs life.
-
8/12/2019 The Level of Effectiveness of Collaborative Strategies used by Parents and SPED Teachers of Children with Develo
12/19
FAR EASTERN UNIVERSITY
With the data result, the researchers conclude that teachers always informed the
parents if there are incoming school activities for the parents to get involved in
such activities .Teachers views that if the parents get involved in school activities it
lead to a successful school activities. On the other hand, encouraging parents to
host the school activities get a low mean but still the researchers concluded that
teachers are still effective with regards in this area because it still got a high mean
with a remark of effective.
Parent respondents find parent-teacher conference very effective because it
highlights their childs progress and also parents think that it is effective when
teachers discuss their childrens success, problems, grades, homework, and
behavior in school. It was delve in the study that when parents shares their childs
development at home it will help the teacher provide their children with any
additional support needed in the classroom such as best methods of teaching,
meeting individual student's needs, how to control classroom behavior, and how
to help the child succeed in school. On the other hand, parents have given less
priority for attending a meeting with teachers every month because they think
that it have a less impact o their childs progress at school.
Based on the findings given, it was clearly shown that the overall effectiveness of
parents and teachers in terms of conferences was high. Moreover, teachers are
most effective in clarifying the roles and responsibilities of parents concerning on
-
8/12/2019 The Level of Effectiveness of Collaborative Strategies used by Parents and SPED Teachers of Children with Develo
13/19
FAR EASTERN UNIVERSITY
the development of the student. On the contrary, delegating roles and
responsibilities to parents got the last spot but still the researchers concluded that
teachers are still effective with regards in this area because of the fact that it still
has a high mean with a remark of effective.
3. Based on the results, it was clearly shown that a channel of communication iseffective when parents want to have a connection with the SPED teacher in terms
of getting information about their child. Moreover, Parents find checking the
communication notebook of their child if there are any comments or information
from the sped teacher very effective and helpful because they can track all the
success and difficulties of their child. in contrast, receiving newsletter about the
programs of their child have the lowest mean it doesnt mean that it is not helpful
for parents who wants to be involved in their childs education.
Teachers are more interested in writing in their students communication
notebook for the parents to know their childs performances rather than sending a
newsletter teachers think that parent must ignore it because they think it is not
that important. But when it comes to writing in communication notebook, they
know that parents will be monitoring it for they want to know all the
performances of their child at school and what are the comments that the
teachers have written there.
-
8/12/2019 The Level of Effectiveness of Collaborative Strategies used by Parents and SPED Teachers of Children with Develo
14/19
FAR EASTERN UNIVERSITY
On the results revealed that level of commitment is a very effective collaborative
strategy for parents. Moreover, parents think that it is very helpful to the
development of their child at school when they help teachers in achieving the
common goal of their child. On the other hand, parents stated that providing all
the school needs of their child is not their priority in terms of involving themselves
in their childs education.
Collaboration focuses more on sharing all the efforts and responsibilities with the
parents for them to achieve their common goal for the child. SPED teachers find it
very effective when they share efforts to parents when it comes to child
development rather that providing all the needs of the students because SPED
teachers find it unfair if they are the ones who exert more effort for the
development of the child instead of parents which can lead to a gap between
them.
Recommendation
Based on the findings and conclusions that have been stated, the following
recommendations have been proposed:
1. The researchers recommend the study to the school administrators to have moreactivities to enhance collaboration between parents and SPED teachers. Involving
them in more activities that will help in contributing in students development.
-
8/12/2019 The Level of Effectiveness of Collaborative Strategies used by Parents and SPED Teachers of Children with Develo
15/19
FAR EASTERN UNIVERSITY
2. The researchers recommend the study to the SPED teachers to reach out withparents because most parents knows their childs personality, habits, strengths
and weaknesses that they could share to SPED teachers in which both of them can
create strategies which involves collaboration between them than can be used for
children with developmental disability in order to attain progress and
development which is their common goal.
3. The researchers recommend the study to parents who have children withdevelopmental disability to be more engaged in their childs education by
providing all the needs of their child at school and actively participate in any
meeting at school where in they can interact regularly with the SPED teachers
which can promote positive relationship and good collaboration between them.
4. Because of the limitation of the study the researchers also suggest to the futureresearchers who come up with the same research topic to do further study if
there are barriers that hinders the level of effectiveness of collaboration between
parent- SPED teachers. In the future, if research methods can include in-depth
interviews, field observations, or quantitative analyses, the data obtained will be
more diversified. This way future researchers can investigate potential factors
which influence the effectiveness of collaborative strategies used by parents and
SPED teachers
-
8/12/2019 The Level of Effectiveness of Collaborative Strategies used by Parents and SPED Teachers of Children with Develo
16/19
FAR EASTERN UNIVERSITY
BIBLIOGRAPHY
Arivett, D.L., Rust, J.D., Brissie, J.S., & Dansby, V.S. (2007). Special education teachers'
perceptions of school psychologists in the context of individualized education program
meetings. Education, 127 (3),378 -388.
Caro., D. (2009). Socio economic status & academic achievement trajectories from
childhood to adolescence. Canadian journal of education32,3.
Christenson, S.L. (2002). Families, Educators, and the Family-School Partnership: Issues or
Opportunities for Promoting Children's Learning Competence. Paper presented at the
2002 Invitational Conference: The Future of School Psychology. Manuscript retrieved
November 12, 2002 fromhttp://indiana.edu/-futures/Christ.doc
Clark, R. (1983). Family life and school achievement: Why poor Black children succeed or
fail. Chicago: University of Chicago Press.
Cook, L., Friend, M. (2007). Co-teaching: An illustration of the complexity of collaboration
in Special Education.Journal of psychological consultation.
Cramer, S. & Strivers, J. (2007). Don't give up! Practical strategies for challenging
collaboration. Teaching exceptional children,39 (6), 6-11
Dixon, Shantina Rayford (2008). A study of parental involvement and school climate:Perspective from the middle school. Doctoral dissertation, Texas A&M University.
Drasgow, E., Yell, M. L., & Robinson, T. R. (2001). Developing legally correct and
educationally appropriate IEPs. Remedial and Special Education, 22(6), 359-373.
http://indiana.edu/-futures/Christ.dochttp://indiana.edu/-futures/Christ.dochttp://indiana.edu/-futures/Christ.dochttp://indiana.edu/-futures/Christ.doc -
8/12/2019 The Level of Effectiveness of Collaborative Strategies used by Parents and SPED Teachers of Children with Develo
17/19
FAR EASTERN UNIVERSITY
Epstein, J.L., Coates, L., Salinas, K.C., Sanders, M.G., & Simon, B.S. (1997). School, family,
and community partnerships: Your Handbook for Action. Thousand Oaks, CA: Corwin
Press.
Epstein, J.L., & Sanders, M.G. (2006). Prospects for change: Preparing educators for
school, family, and community partnerships. Peabody Journal of Education,81, 81-120.
Esler, A.N., Godber, Y., & Christenson, S.L. (2002). Best Practices in Supporting Home-
School Collaboration. In Grimes, J., & Thomas A. (Eds.). Best Practices in School
Psychology 4th ed. (389-411). National Association of School Psychologists: Washington,
D.C
Faust-horn, K.L, (2003). Parent and teacher perceptions of the relationship between
home-school collaboration and student success in the classroom.
Fish, Wade W. Perceptions of parents of students with autism towards the IEP meeting.
Doctor of Philosophy (Special Education), December 2004, 138 pp., 9 tables, references,
53 titles.
Gable, R.A, & Stonelson, S.W. (2004). Working with families: Rethinking Denial.Young
exceptional children monographno.5
Gallagher, P.A., Fialka, J., Rhodes, C., & Arceneaux, C. (2004). Working with families:
Rethinking denial.Young Exceptional Children Monograph, No.5.
Hanke, W., (2006). How to get parents involved with school activities. Retrieved March
11, 2009, fromhttp://ezinearticles.com/?How-to-Get-Parents-Involved-With-School-
Activities&id=137426-
http://ezinearticles.com/?How-to-Get-Parents-Involved-With-http://ezinearticles.com/?How-to-Get-Parents-Involved-With-http://ezinearticles.com/?How-to-Get-Parents-Involved-With- -
8/12/2019 The Level of Effectiveness of Collaborative Strategies used by Parents and SPED Teachers of Children with Develo
18/19
FAR EASTERN UNIVERSITY
Huefner, D. S., (2000). The risks and opportunities of the IEP requirements under IDEA
97. The Journal of Special Education, 33(4), 195-204.
Jung, L., Gomez, C., & Baird, S. (2004).Family-centered intervention: Bridging the gap
between IFSPs and implementation. Young Exceptional Children Monograph, 5.
Keefe, E.B, & Moore, V. (2004). The challenge of co-teaching in inclusive classrooms at
high school level: what the teachers told us.American secondary education.
Letsholo D,M., (2006) The implementation of teacher conferences in the primary school
Lytle, R. K., & Bordin, J., (2001). Enhancing the IEP team: Strategies for parents and
professionals. Teaching Exceptional Children, 33(5), 40-44.
Merydith, S. P., (2001). Temporal stability and convergent validity of the behavior
assessment system for children. Journal of School Psychology, 39(3), 253-265.
Moon N and Ivins C., (2004). Parental Involvement in Children's Education DfES and NOP
Social and Political.
Murray, C., (2004). Clarifying collaborative roles in urban high schools: General educators
perspectives. TEACHING Exceptional Children, 36, 44-51
Reenay R.H. Rogers & Vivian H. Wright, (2007). Using technology to communicate with
parents. Retrieved 2009 from
http://www.iste.org/Content/NavigationMenu/Research/NECC_Research_Paper_
Archives/NECC_2007/Rogers_Wright_N07.pdf
Sheridan, Susan M.; Clarke, Brandy ; Burt, Jennifer ; Marti, Diane ; Schemm, Ariadne V. ;
Rohlk, Ashley ; and Swanger, Michelle , "Family/Partnership-centered Conjoint Behavioral
http://www.iste.org/Content/NavigationMenu/Research/NECC_Research_Paper_%20Archives/NECC_2007/Rogers_Wright_N07.pdfhttp://www.iste.org/Content/NavigationMenu/Research/NECC_Research_Paper_%20Archives/NECC_2007/Rogers_Wright_N07.pdfhttp://www.iste.org/Content/NavigationMenu/Research/NECC_Research_Paper_%20Archives/NECC_2007/Rogers_Wright_N07.pdfhttp://www.iste.org/Content/NavigationMenu/Research/NECC_Research_Paper_%20Archives/NECC_2007/Rogers_Wright_N07.pdf -
8/12/2019 The Level of Effectiveness of Collaborative Strategies used by Parents and SPED Teachers of Children with Develo
19/19
FAR EASTERN UNIVERSITY
Consultation: The Reconceptualization of a Model" (2004). Posters, Addresses, &
Presentations from CYFS. Paper 2