Prep. By: Huzaifa Khan
UNIT IV: NETWORKING FOR INCLUSIVE EDUCATION
DEVELOPING PARTNERSHIP WITH FAMILY
Involving parents and the community is an important principle of quality,
both in and out of the classroom. It is even more relevant in the case of
inclusive education, which is much broader than formal education and
should not only take place within the four walls of a classroom. Parents’
collaboration is not only of benefit for children: there are also possible
gains for all parties, for instance:
Parents increase interaction with their children, become more
responsive and sensitive to their needs and more confident in their
parenting skills.
Educators acquire a better understanding of families’ culture and
diversity, feel more comfortable at work and improve their morale.
Schools, by involving parents and the community, tend to establish
better reputations in the community.
Creating a climate and sustaining a culture of collaboration is a
challenge for schools. But it is one that pays large dividends through time.
However, the recognition that family engagement in education benefits
children does not make clear how the involvement becomes a positive
force.
The first step for families to become involved in a collaborative way
with schools is to promote a social and educational atmosphere where
parents and partners feel welcomed, respected, trusted, heard and needed.
Cultural factors and traditions strongly influence the relationship between
schools and the community. In many places throughout the globe, schools
are the centre of community life and are used to encourage and achieve
social participation. Such cultural environments will ease the process:
parents, schools and community leaders know how to work together and
find creative solutions for improving learning, responding to economic
crisis and disease outbreaks, or assisting populations affected by disasters
caused by natural hazards.
1
Page
, Prep. By: Huzaifa Khan
DEVELOPING PARTNERSHIP WITH PEER GROUPS
Inclusive schools promote respectful and supportive relationships,
avoid the bullying epidemic, and build the attributes of positive peer-to-
peer interactions. Due to the current state of our national economy and
shrinking education budgets, schools and businesses alike are striving for
both efficient and effective ways to maximize resources. One very powerful
resource that is often over-looked, underutilized and perhaps not well
understood is literally right in front of us: peers supports
Peer support is a strategy that involves placing students in pairs or in small
groups to participate in learning activities that support academic
instruction and social skills. This instructional approach does not require
additional staff or extra funding. It is a research-based methodology that
yields positive results related to student achievement and a sense of
“belonging” over the course of time. Peer supports provide teachers with a
learning tool to enhance instruction for students with and without
disabilities.
The following are three innovative ways that peer supports can be used to
meet the instructional and social needs of students with disabilities in the
general education setting. However, each of these models require upfront
planning that includes selecting the right type of strategy, utilizing it at the
right time with perhaps individualized outcomes all aligned with the lesson
goals.
Collaborative Learning – An instructional strategy used to reinforce
skills taught by the teacher. This teaching method allows time for
practice, review, and opportunities for students to use higher-level
thinking skills.
Cross-Age Peer Support is another strategy that assists with the
learning in the general education setting. This approach typically
involves older students, usually high school age, who provide
instructional support for elementary or secondary students.
Peer modeling is another support that can be used to help students
learn academic, processes and classroom routines. It also provides the
classroom teacher opportunities to use peers to assist with instruction,
clarifying directions and give social reminders with little or no
2
disruption to the lesson cycle. It is an excellent way for peers to provide
Page
UNIT IV: NETWORKING FOR INCLUSIVE EDUCATION
DEVELOPING PARTNERSHIP WITH FAMILY
Involving parents and the community is an important principle of quality,
both in and out of the classroom. It is even more relevant in the case of
inclusive education, which is much broader than formal education and
should not only take place within the four walls of a classroom. Parents’
collaboration is not only of benefit for children: there are also possible
gains for all parties, for instance:
Parents increase interaction with their children, become more
responsive and sensitive to their needs and more confident in their
parenting skills.
Educators acquire a better understanding of families’ culture and
diversity, feel more comfortable at work and improve their morale.
Schools, by involving parents and the community, tend to establish
better reputations in the community.
Creating a climate and sustaining a culture of collaboration is a
challenge for schools. But it is one that pays large dividends through time.
However, the recognition that family engagement in education benefits
children does not make clear how the involvement becomes a positive
force.
The first step for families to become involved in a collaborative way
with schools is to promote a social and educational atmosphere where
parents and partners feel welcomed, respected, trusted, heard and needed.
Cultural factors and traditions strongly influence the relationship between
schools and the community. In many places throughout the globe, schools
are the centre of community life and are used to encourage and achieve
social participation. Such cultural environments will ease the process:
parents, schools and community leaders know how to work together and
find creative solutions for improving learning, responding to economic
crisis and disease outbreaks, or assisting populations affected by disasters
caused by natural hazards.
1
Page
, Prep. By: Huzaifa Khan
DEVELOPING PARTNERSHIP WITH PEER GROUPS
Inclusive schools promote respectful and supportive relationships,
avoid the bullying epidemic, and build the attributes of positive peer-to-
peer interactions. Due to the current state of our national economy and
shrinking education budgets, schools and businesses alike are striving for
both efficient and effective ways to maximize resources. One very powerful
resource that is often over-looked, underutilized and perhaps not well
understood is literally right in front of us: peers supports
Peer support is a strategy that involves placing students in pairs or in small
groups to participate in learning activities that support academic
instruction and social skills. This instructional approach does not require
additional staff or extra funding. It is a research-based methodology that
yields positive results related to student achievement and a sense of
“belonging” over the course of time. Peer supports provide teachers with a
learning tool to enhance instruction for students with and without
disabilities.
The following are three innovative ways that peer supports can be used to
meet the instructional and social needs of students with disabilities in the
general education setting. However, each of these models require upfront
planning that includes selecting the right type of strategy, utilizing it at the
right time with perhaps individualized outcomes all aligned with the lesson
goals.
Collaborative Learning – An instructional strategy used to reinforce
skills taught by the teacher. This teaching method allows time for
practice, review, and opportunities for students to use higher-level
thinking skills.
Cross-Age Peer Support is another strategy that assists with the
learning in the general education setting. This approach typically
involves older students, usually high school age, who provide
instructional support for elementary or secondary students.
Peer modeling is another support that can be used to help students
learn academic, processes and classroom routines. It also provides the
classroom teacher opportunities to use peers to assist with instruction,
clarifying directions and give social reminders with little or no
2
disruption to the lesson cycle. It is an excellent way for peers to provide
Page
