Mrs. Henderson has one student who struggles in reading in her first-grade class. He speaks English fluently, but his parents do not. Mrs. Henderson is constantly frustrated because the student's family does not show up to meetings. When the mother does attend meetings, she usually brings a baby with her and seems distracted and passive. Mrs. Henderson believes that this family does not care
about the academic performance of the student. She wishes they would respond to her concerns. What issues should she consider when working with this family and assist them in participating in a collaborative relationship?
What will be an ideal response?
Mrs. Henderson needs to be aware that the family's lack of collaboration has more to do with cultural and linguistic differences rather than disinterest in their child's academic performance. First, Mrs. Henderson must accept the family as they are and stop wishing they were different. She also needs to provide information in such a way that is non-threatening and understandable for the family. If possible, she can have the meetings interpreted or notes sent home in the native language. It is ideal to learn as much about the student's and family's background as possible. Rather than viewing them as passive parents, she needs to respect their opinions regarding their child and view them as experts. Lastly, if the parents are unable to come to meetings, she needs to accept their right to choose the extent of their involvement with the school.
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