Review the posts of your classmates and that of your instructor

Reponse discussion

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Guided Response: Review the posts of your classmates and that of your instructor. Respond to at least two peers whose role was different from your own. Address each of the talking points with evidence from your textbook, reading and other sources to support your response. Be sure to keep in mind suggestions from the article regarding parent-school conflict to improve communication and build relationships. Please take the time to revisit your initial post and respond to those peers who have provided a reply.

Original Post

In one study conducted to determine the causes of conflict between the parents of children with disabilities and school personnel, found that 90% of parents felt that “either the school did not view their child as an individual with unique talents and abilities, or it saw their child through a deficit-model perspective, focusing only on the child’s weaknesses” (Lake & Billingsley, 2000, p.244). On the other hand, school personal claimed that the parents were uncompromising to alternative solutions and suggestions. Other sources of conflict between parents and their child’s school, which resulted from this study, included miscommunication, mistrust, limited resource availability and feeling devaluation (Lake & Billingsley, 2009). At any point during the school year, parents may have concerns regarding their child’s academic or social development, IEP progress or other school related problems. Their first point of contact may be you, as the special educator, or the school’s administration for the purpose of setting a meeting date discuss an agreeable solution.

As we have learned through our reading and coursework thus far, a school district is not required to design the “best program,” or to provide “the best education possible,” but to provide an appropriate program or service. Moreover, school districts are given some latitude in deciding on the use of appropriate methodologies and strategies, and in what combination, to meet a student’s unique needs and provide an appropriate program. During Destini’s IEP team meeting, her parents bring up their concern regarding their daughter’s progress and request that she receive more intense support in the area of reading. In addition, Destini’s parents demand that the district immediately provide a specialized and costly supplemental remedial reading program provided by an agency not employed by the district to support her reading deficits.

Because her parents contacted you after seeing Destini’s report card, you anticipated this topic being brought up during the meeting. Her parents explain that although she is passing the class with a “C”, they feel that she could be earning an “A” if only the district would provide these expensive services which are above and beyond her current level of supports to help her with reading comprehension.

Initial Post: After reading the article Factors that contribute to parent school conflict in special education, you will create an initial response depending on the first letter of your last name.

· If your last name begins with the letters A – M: You will respond to Destini’s parents request by addressing her parents’ concerns by supporting their request for a specialized and costly supplemental remedial reading program provided by an agency not employed by the district to support her reading deficits. Use supporting evidence from your textbook, assignment readings and your own research to leverage support for your argument. Finally, offer at least two alternative solutions that may be an acceptable option to supporting Destini’s continual reading comprehension. Be sure to consider the categories identified in the article, Factors that contribute to parent school conflict in special education that may escalate the conflict.

· If your last name begins with the letters N – Z: You will respond to Destini’s parents request by addressing her parents’ concerns by denying their request for a specialized and costly supplemental remedial reading program provided by an agency not employed by the district to support her reading deficits. Use supporting evidence from your textbook, assignment readings and your own research to leverage support for your argument. Finally, offer at least two alternative solutions that may be an acceptable option to supporting Destini’s continual reading comprehension. Be sure to consider the categories identified in the article, Factors that contribute to parent school conflict in special education that may escalate the conflict.

Peer 1

AntiA Wedd

Hello Mr. and Mrs. Marlow,

As Destini’s special education teacher I completely understand your concerns in regards to her current grade. As her parents you are her number one advocate and the education team highly values your opinion. Under IDEA you all have the right to be involved in any and all discussions in regard to Destini’s education. I want you to understand that we all have the same common goal of Destini obtaining an “A”.  A request was brought to my attention regarding a specialized and costly supplemental remedial reading program that you feel will tremendously help with Destini’s progression. Unfortunately, after speaking with the school district representative, due to the program being provided by an agency that the district does not employ we feel this is a service Destini does not need. We have put together a couple options that we feel are good alternatives. First we offer Ready Rosie, it is an early education tool that helps families, schools, and communities across the nation deepen and scale their family engagement. It teaches through video modeling and new age technology. We are also partnered with PBS to provide interactive reading material that creates a healthy foundation for an exceptional reader. I truly do apologize that we are unable to provide the program you were interested in, but please do check out the options listed above. If you have any questions or concerns, feel free to reach out to anyone on the IEP team.

Sincerely,

Ms. Webb

Peer 2

Dianne Zach

Dear Mr. and Mrs. Marlow,

At this time, I regret to inform you that your request for a supplemental reading program has been denied.  While I truly understand your frustration that Destini is not academically where you would like to see her, and this poses a conflict between you and your educational team, Destini does not qualify for an enhanced reading program from an outside source, however, I want to assure you we are working very hard with your daughter.

Under IDEA you the parents are granted the opportunity for shared decision making with your child’s school (Turnbull, Turnbull, Shank, & Leal, 1999).  We currently have Destini in a reading intervention program.  This program provides students with and opportunity to increase reading, writing, test taking and study skills at their educational level (umasd.org).  While Destini is showing a “C” on her report card, I assure you the letter grade is not a big deal at this stage.  Destini is improving and making great strides with her work.  We have been using Read well and Kaleidoscope programs to assist Destini with her reading, and again, we are seeing progress.  Since we have just began this process, you will not see the results you are looking for right away.  I promise you; we are doing everything we can to assist Destini, and she is very engaged in our programs.    You do have the right to look at her work and our teaching strategies and ask any questions that you may have.

Thank you again, for reaching out to me about your concerns.  We are happy to have you as your daughters advocate.  I appreciate your time and care for your daughter’s education.

Mrs. D

Reading Intervention / Reading Intervention (Links to an external site.)

https://www.umasd.org › domain (Links to an external site.)

Lake, J. F., & Billingsley, B. S. (2009). An Analysis of Factors that contribute to parent-school conflict in special education (Links to an external site.) (Links to an external site.) . Remedial and Special Education, 21(4), 240-251. Retrieved from https://journals-sagepub-com.proxy-library.ashford.edu/doi/pdf/10.1177/074193250002100407?

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