Beth

Montick 1
SPED 854: Family and Interprofessional Collaboration in Special Education
Family Interview Reflection Paper

Katie is the mother of Mike. Mike is a 7-year-old boy who was diagnosed

with autism when he was 2-years-old. Mike attended a preschool program in a

private autism clinic and then entered the public school system for kindergarten.

He is in first grade now and his school day is split between a special education

classroom and a general education inclusive classroom. Katie was open to sharing

her experiences with the special education process as she has experienced it with

Mike.

Katie reported that she noticed a different between her experiences when

Mike was in preschool versus once he entered the public school system. In

preschool, Katie stated that she met with the teachers on a regular basis and

received additional training from them. Once he entered kindergarten, Katie had to

reach out to Mikes teachers more frequently. He did not have the easiest transition

to kindergarten. Katie engaged in collaboration with his teachers but she felt like it

was easier with some teachers than others. She reported that she had a better

experience with his special education teacher and his related service providers than

with the general education teacher. His kindergarten general education teacher was

a first year teacher and Katie felt that this impacted their interactions.

When asked what she felt was most beneficial when fostering positive

collaboration between parents and teacher, Katie stated that she appreciated when

teachers took the time to sit and talk to her when an issue arose. She had

participated in some meetings that seemed rushed because the teacher had another

appointment and Katie felt that these meetings were not productive and often left

Beth Montick 2
SPED 854: Family and Interprofessional Collaboration in Special Education
Family Interview Reflection Paper

her more frustrated. This made me think about some of my own behaviors with

parents. Often if an issue arises, Ill try to catch the parent quickly to discuss it and

find out what is going on. My thought process is that I want to address the problem

efficiently. This may not be the best practice though. I have started to learn that

scheduling a time where I can sit down with the parent and full discuss the issue

would be a better plan to facilitate effective collaboration.

Katie feels that she always needs to be aware of what is going on with Mikes

schooling because she hears stories from other parents about how their childrens

rights were violated by the school district. She hates taking on the protective

mama bear role but she feels that it is the best way to get the best education and

treatment for her son. Oftentimes, teachers get frustrated with parents who take on

this role. As educators, it is important to remember that the parent just wants what

is best for their child and to take this into account when working with the parent.

Educators can reaffirm to the parents that they are on a team with the parent and

want to work with them, not against them.