Communicating & Establishing Relationships with ELL Families

For my final blog post, I felt it would be appropriate to refer back to the text for this course - Parents and Families of Children with Disabilities - to reread what it had to say about supporting ELL students with disabilities and communicating with their families.

According to the text, interactions between school and family are measured on a family-friendliness scale, meaning that "services are aligned with the needs of the families and developed in a manner that shows professionals value and respect family involvement, empowerment, and cultural differences," (Singh & Curtis, 1997, pg. 41). Establishing family-friendly communication may require school personnel to go beyond their comfort zones, especially when dealing with families that are uncomfortable in the school environment, have specific time restrictions, and/or transportation issues. This may mean scheduling meetings that are close to the family's home, in a neutral public forum, such as a church or community center.

When collaborating with families from diverse cultural backgrounds, it is also important to be aware of the norms and social values of their culture, as well as any religious differences that may cause differences of opinion in regards to the "cause, acceptance, treatment, and future goals of students with disabilities," (Fiedler, Simpson, & Clark, pg. 42).

The authors suggest some useful tips for communicating and collaborating with families of diverse learners with special needs. One suggestion is to be flexible in the context of communication, whether you meet in person, or communicate through conference calls or distance technology, which may alleviate transportation and time constraints. It is also helpful to utilize audio and video resources to educate parents and enhance their involvement. Finally, they suggest starting the school year on a positive note, by highlighting their child's achievements and strengths. By doing so, it establishes that you are focused on providing the most effective instruction for their child in a a non-biased and positive atmosphere.

In conclusion, the underlying theme of everything I have learned about supporting families of ELL students with disabilities is that communication and collaboration is essential. It is imperative to establish positive and frequent interactions with ELL families, despite the language and cultural barriers, which can be overcome through the use of translators, interpretive software, visual resources, and bilingual resources. Parents want to be involved in their child's learning, and for ELL families this can be extremely difficult. As a classroom teacher, it is my responsibility to bridge this gap in order to provide all of my students with a positive and effective learning experience.

Fiedler, Simpson, & Clark. (2007). Parents and Families of Children with Disabilities: Effective School-Based Support Services. Upper Saddle River, NJ: Pearson Education, Inc.