Strategies for Involving Parents in School Communication and Application in a K-1 Special Education System

Abstract

This study aimed to determine practices that could improve communication and participation in special education classrooms with parents. Special education classrooms seem to have greater difficulty cultivating relationships with parents due to the complex nature of education. Improved communication has shown that it can have a positive effect on student achievement as well as communication between parents, teachers, and schools. The classroom was made up of all special education students that ranged in grades k-1, male/ female, and variation of intellectual disabilities. The school is located near a military base and situated in an area that has higher rates of poverty. Indirect methods of communication were utilized in this study; classroom newsletters, daily communication chart with weekly feedback, and a parent questionnaire. The action research showed that there was some improvement in perceptions of positive interactions as well as a steady rate of participation using indirect methods of communication. Indirect methods seemed to provide some improvements in communication between parents, teachers, and schools. It showed that most parents had an improved perception of the teacher and were mostly satisfied with the communication. Future research could look at other indirect methods of communication, direct forms of communication, or a combination of both.