First, read section one, chapters 4-7. Also, visit the FETA companion website at http://www.fetaweb.com/ to review updates, checklists, sample letters, charts, and other information related to the text. Each chapter has additional resources to supplement what you are learning in the book.
Chapter 4: Learning the Rules of the Game
“Those who play the game do not see it as clearly as those who
watch.” –Chinese Proverb
Your Assignment ~ Read
chapter 4 (pp. 21-28)
Questions for Reflection
1. To negotiate and advocate, you need to know
the answers to these questions:
a. How well do you know your child’s school and
the school district’s climate (learning environment)?
b. Chain of command?
c. Perception of parents of children with
disabilities?
d. These are not easy questions. What are some
ways that you can learn the answers?
2. Who are the “gatekeepers” for special
education services in your world? Why are they considered gatekeepers?
3. Do you know who the “invisible” members are
on your child’s IEP team? These are administrators who make decisions about
your child. They do not know your child. How will these people respond to your
request?
4. Have you encountered resistance to
developing an individualized education program that is tailored to your child’s
unique needs? Explain.
5. On page 26, you see the ten reasons why
schools say no to requests. If you have encountered any of these responses, looking
back, is there anything that you would change about your approach?
6. Make a checklist for yourself of the “Rules
of the Game” (page 24). How do you embody these rules in your advocacy work?
7. Was there a time when you were negotiating
an important issue that you became frustrated or intimidated and gave up? If
this issue is still important, how would you revisit the issue with the “Rules
of the Game” in mind?
8. What
did you learn in this chapter that you will implement immediately?
Chapter 5: Obstacles to Success
“Nothing in the world is more dangerous than sincere ignorance and
conscientious stupidity.” –Martin Luther King, civil rights advocate
Your Assignment ~ Read
chapter 5 (pp. 29-40)
This
chapter is about gaining insight about myths, beliefs, and school culture and
why obstacles exist. Understanding is the first step towards taking steps to
overcome obstacles.
Questions for Reflection
1. Think back to your childhood. Visualize the
elementary school that you attended. School culture is the unspoken feeling
that “this is how things are done around here.” You sensed it when you walked
down the halls. What are your impressions of the culture in your child’s
school?
2. Should a parent question legal information
or advice received from school personnel? Why?
3. How do a parent’s and school’s expectations
for children sometimes differ based on how children learn, what they are
capable of learning, and standards for learning?
4. Why do you think children have learning and
behavior problems? Why do schools think children have learning and behavior
problems (in your op/inion)?
5. There are many types of obstacles within the
school system and other barriers in advocating for children. Describe any that
you may have encountered in your experiences. How did you overcome the
obstacles and barriers? (Samples below)
a. Lack of information
b. Being isolated from other parents
c. Anxiety about IEP meetings
d. Overprotective of your child
e. Emotional about your child
f.
Top
down decision making /chain of command in the school
g. A standardized educational system for all
students
h. School decision-making based on economics,
traditions, and convenience
6. What are some tactics that you learned in
this chapter for dealing with difficult personalities: List a couple of tactics
for each type003A
a. Aggressive, forceful people (e.g., Pit Bulls
and Bullies)
b. People who give unsolicited advice (e.g.,
Know-it-Alls and Experts)
c. Please who dislike and avoid difficult
decisions (e.g., Conflict Avoiders)
d. Negative, bitter, hopeless people (e.g., Wet
Blankets)
e. Masters of the sneak attack, often delivered
with a smile (e.g., Snipers)
f.
People
who are irritating, exhausting, difficult to ignore (e.g., Complainers)
7. What are dos and don’ts in developing a
“business-like” relationship with your child’s school?
8. What
did you learn in this chapter that you will implement immediately?
Chapter 6: Resolving Parent-School Conflict
“If you only have a hammer, you see every problem as a nail.” –
Abraham Maslow, psychologist
Your Assignment ~ Read chapter
6 (pp. 41-51)
This
chapter is about understanding parent-school conflict as something that is
normal and is bound to happen when people come together with different beliefs,
perceptions, and interests. Strategies for resolving conflict are explained.
Questions for Reflection
1. The
law requires that schools prepare the child “for further education, employment
and independent living.” Which law is
this referring to?
2. Is
your view of conflict good or bad? Why?
3. What
can happen when conflicts are not properly resolved with the school?
4. Individualized education programs are costly
and require a lot of time and personnel. How might this result in different
objectives for parents and schools?
5. Do you have any strategies for dealing with parent-school
problems to share with the group? (ideas below)
a. The school views your child differently than
you do
b. Imbalance of knowledge and information
(school won’t answer questions)
c. School is not providing right options
d. IEP team evades your request for an
expensive service
e. Feeling like the school/IEP team doesn’t
value your child
f.
Poor communication
and intimidation
g. Loss of trust
6. How are special education disputes usually resolved?
7. On page 50, read the five “golden rules” for
negotiators. On page 51, read the four “deadly sins” for negotiators. Role play
with a partner using examples in an IEP meeting. Take turns using good negotiation
skills.
8. Is it more important to get the school to
admit fault or reach a solution?
9. What
did you learn in this chapter that you will implement immediately?
Chapter 7: Emergency, Crisis, Help!
“In Chinese, the word crisis is composed of two characters. One
represents danger and the other represents opportunity.” - John F. Kennedy, President
Your Assignment ~ Read
chapter 7 (pp. 53-57)
Questions for Reflection
In development
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