Communication Strategies Category Definition Example A request to provide important information Can you tell me more about? Can you give me an example of? A way to ensure that everyone has the same understanding through restatement or a question An exchange between parties I think I heard you say, is that correct? Would you repeat what you said, I am not sure I understand. From my experience, let me share with you what I see Harry doing at home. An effort to find common ground Can we agree to try for a short time and see how Johnny responds? An invitation for everyone to become actively involved in the discussion Mary, we haven t heard your thinking on this A brief statement of what has been said thus far Now let s recap, we have agreed our next steps will be Questioning the group to see if all parties are in agreement Are we all in agreement that we should move forward with this decision? When the discussion is at an impasse, it is sometimes helpful to take a break and come back fresh It seems we still have some unresolved issues. Can we agree to stop for today and reconvene?
Turning Things Around: Using Effective Communication at the IEP Meeting Effective communication is crucial for building partnerships and fostering collaboration. Working together requires families and educators to assess and reflect upon how they communicate. By identifying and practicing effective communication strategies IEP team participants will have more tools to avoid conflict and to come to agreement. Purpose: The goal of this activity is to raise awareness of how your choice of language can help to foster collaboration. This activity gets people thinking about the language they use in communicating and how to choose language that is assertive rather then aggressive to promote more effective communication and collaboration. Activity: We are going to play the game, Turning Things Around. Divide into pairs or small groups. Take turns selecting a communication strategy and have the group turn the aggressive statements around using the communication strategy. Consider using a time clock and giving token prizes. Make it fun while also practicing effective communication strategies. How and When to Usethis Activity: This is an activity that can be used at a parent group meeting, staff meeting or other professional development activity. Participants can practice using assertive language to effectively communicate and foster agreement. I hope you don t want to add a lot of changes to the IEP this year. I d better see some changes from last year s objectives. How the heck are you going to do that! You said you invited the BS to the AR meeting to discuss PBS. Say that again, in English! What you just said makes no sense. 1
Let me tell you, nothing I ve heard so far describes how Harry behaves... (at home, at school). When do I get a chance to say something? There is no way I m signing the IEP if it doesn t include (supports). This is how we have always done it. We ve gone over this enough, so let s move to the next topic. I can t remember what we ve said or decided! I think everyone is in agreement with what I have just proposed. No one is listening to me, so I m leaving now. I m not happy with this and I m not going to sign. 2
Turning Things Around: Using Effective Communication at the IEP Meeting Facilitator Notes Points to Stress I hope you don t want to add a lot of changes to the IEP this year. I d better see some changes from last year s objectives. What would you like to see happen for Johnny this year? I brought some notes on what I see at home regarding Johnny s progress this year. This is a good beginning question for IEP discussion. This type of open ended question is an opportunity to build relationships with parents by asking them to discuss their views and dreams for their child. It doesn t mean that all members will agree, but it opens communication by (a) giving the parent an opportunity to share his/her expertise about their child and (b) providing educators on the IEP team information about a parent s priorities and expectations which then helps focus the IEP discussion. How the heck are you going to do that! Can you explain how you will be implementing that strategy (or service)? For parents, particularly, it is important to fully explain how a strategy (or service etc.) will be implemented, not just the strategy or service itself. You said you invited the BS to the AR meeting to discuss PBS. Say that again, in English! What you just said makes no sense. I m not familiar with the terms BS, AR, and PBS. Can you help me understand what they mean. Can you give me some examples to illustrate what you mean? What I think I hear you saying is (restate what you heard), do you agree? Use everyday language so all participants can understand the conversation and fully participate. Providing examples, whenever possible, is a good strategy to make the point concrete. Using restatement is a strategy to develop common understanding among all group members of major topics discussed or decided. This strategy is important to use when there has been extended discussion and/or different perspectives about an issue. Let me tell you, nothing I ve heard so far describes how Harry behaves (at home, at school). When do I get a chance to say something? From my experience, let me share with you what I see Harry doing (at home, at school). I d like to add something to this discussion. It s important to provide information from all perspectives in order to get a full picture of the student. If you are sitting there feeling as though you have something you want to say that hasn t already been addressed, create that opportunity for yourself in a respectful way. Don t sit silently. 1
Facilitator Notes (continued) Points to Stress There is no way I m signing the IEP if it doesn t include (supports). This is how we have always done it. Harry has been making good progress with (supports). I am concerned about what will happen if he doesn t continue to receive... Before we make final decisions, let s review Harry s needs to make sure they are addressed. For parents, it is important to be able to communicate what they believe their child needs. For educators, this is their opportunity to explain the rationale for the proposed change in service (especially when there is a reduction in intensity of service.) in terms of the child s needs and progress vs. the rationale for change as an administrative consideration (lack of SLS or OTs, etc). It s the child s needs that should drive the decision, not typical practice. We ve gone over this enough, so let s move to the next topic. Mrs. Smith, do you have anything else to add? Parental or Other Educator Participation: Before the IEP team completes their discussion of each major topic, it is important to check with the parent as well as other silent team members directly to see if they have anything to add. I can t remember what we ve said or decided! Let s review where we are at this point. Periodically, it is important to summarize the discussion and decisions made thus far. Don t save this only for the end of the meeting. I think everyone is in agreement with what I have just proposed. Are we all in agreement so far? Does anyone have any other suggestions about what should happen? Periodically, it is important to see if everyone is agreeing with what is being said. No one is listening to me, so I m leaving now. I m not happy with this and I m not going to sign. I feel we have reached an impasse. Let s stop for today and set another time to meet. There are still some big questions regarding the IEP. Can we write those issues down and agree to come back and discuss them later? When you are in a meeting and there is little agreement on how to proceed, it is important to acknowledge the impasse and to consider adjourning to provide time to think about options to address the issue at hand. 2