The experiences that I have so far in my teaching career have taught

me that generally through good communication and mutual understanding

most conflicts can be resolved. When both parties involved can keep a level
head and keep emotions out of the decision the outcome is always favorable.
The main problem that arises when there is a problem with a special
education decision is that emotions tend to get involved. I try to look at
every situation through the other parties eyes and when I became a parent I
gained even more understanding. Parents just want what is the best for their
child. They want them to be happy and achieve great things. When it
appears that a school is not doing the most that they possibly can to help a
student it only makes sense that the parent may become upset. Some of my
other experiences have been very sad. It may be that the teacher and school
is doing all that is possible and the parents almost seem apathetic. They may
refuse services and not help the child.
More experienced teachers have assured me that although conflicts
often arise most can be dealt with at the district level. I am lucky to have a
very supportive principal and director of special education. These people
help me to see things from different angles and I often ask questions. I
decided a long time ago that I was never going to become stubborn. I will
admit my mistake and make a change whenever it needs to be done. At the
district level both the director and I try to accommodate that parents by
every means possible. It seems that most issues will remain at this level and
can be dealt with there. As time goes by, I am sure there will be instances
when I will need resolve a conflict at the next level. In the following I will
discuss two procedures for overcoming a conflict when both parties seem to
reach an impasse.
The first method is a proactive approach. It is called a Facilitated
Individual Education Plan or (fiep). I like this method of dealing with a
situation because I can request it before the impasse is reached. This means
that both parties are still communicating and more than likely the parent are

not as upset. DPI supports IEP facilitation, increasing the number of options
available to parents and schools to resolve their disputes. Such options will
assist the parties in building long-lasting, trustful and collaborative
relationships. (Dr. Stephanie Petska, Director Special Education Team,
Wisconsin DPI)
The FIEP is also a good way to solve a problem because I am still
leading and in charge of the IEP meeting. There will be a neutral, impartial,
trained professional there to assist in keeping the IEP on track. As I have
said, if I am wrong I would be thrilled to fix the problem. It would also be nice
to have another professionals opinion about the IEP. The other nice thing is
that the facilitator can intervene before any disagreement arises so its
almost as if the problem can be fixed before it arises. I also think that it is a
great option because the student will still have an IEP. The mediated conflict
resolution results in a written contract.
I would consider a Facilitated Individual Education Plan meeting when I
think that I may not be able to handle issues with the parents or guardians
on my own. I would talk to the district special education coordinator and
principal first and they may also recommend that I set up a FIEP. It may also
be a great tool for families that I may have that feeling that an issue may
arise. I found on the Wisconsin Department of Public Instruction website that
to find a facilitator I would call Wisconsin Special Education Mediation System
at (888) 298-3857 or visit website at www.wsems.us.
The other great method for dealing with an irresolvable conflict is
Mediation. I would have to turn to mediation when things cannot be fixed
between the parents and the school. Most of the problems that may lead to
this are issues with eligibility. Parents tend to become very upset when they
are told that their child may not qualify for special education services. In
reverse, it may be hard for some parents to deal with the ideas that their
child may need services. There may be impassable issues with the IEP itself.
Parents may want different services, additional services, they may feel goals

are too difficult or too easily attainable. There could also be major issues with
placement. I have already had some problems in handling the placement of
students. I have always felt that inclusion is the best for students. The
student should not be pulled and assisting the student in the regular
education classroom provide the optimum educational experience. Parents
may feel that students cant handle being in the classroom.
If or when a situation arises there is form to fill out from the Wisconsin
Special Education Mediation System. I will fill out the form and send it,
obviously I would consult principal or special education director first as this
would be considered only when all other avenues have been tried and no
good compromise can be reached. The WSEMS would review the form. Then
a mediator would be requested to help solve the conflict. There is list of
people on the Wisconsin Department of Public Instruction website and I
noticed two are from Appleton, so I would anticipate that one would come to
Pulaski. It also states that there is a variety of styles and experiences of the
mediators.
The meeting has to be scheduled in 21 days or less and then we have
a meeting. The mediator facilitates the meeting and begins the process. An
additional school representative (principal) and I would explain our feelings.
We could give all the valuable points and basically state our case. Then the
parent or guardian has the chance to do the same. This is why I hope that a
conflict does not have to go to mediation this is a serious matter. It is almost
as if we are in court, which is another thing I really hope I never have to
experience.
The mediator then gives us his or her opinion. She or he could provide
suggestions and ideas to overcome the impasse. The meeting would be
completely confidential and the mediation would continue until an
agreement is reached. Once the problem is solved the agreement is written
formally and both sides sign it. This is where the weight of the mediation
really hits me. It is a legal agreement in court. This contract can lead to

changes in the IEP, different action, etc. It is telling each side what they
agree to do. I would also say that the mediator basically would have the final
say as to what needs to happen and in some instances it might not be what
either the school or the parent would think is best. In stating this, I mean that
I think an agreement should be able to be reached between the parent or
guardian and myself and the school. I would much prefer to handle all
conflicts in this manner and I would sincerely hope that since I am able to
compromise I will not have to deal with formal complaint.
There is some interesting information about the feelings of both parties
when a mediator needs to be involved. Most people, around 80% feel that
the solution is fair. I think that it would be a stressful situation to deal with
when there is a conflict that cant be resolved. I like to solve most problems
on my own. It seems that a mediator or facilitated independent education
plan both are excellent tools for me to be aware of. If a formal complaint is
made then the mediator is required by law so I guess it is not just a tool.
Either way I am glad that there is these things in place to help special
education teachers. I feel extra privileged to work in district that I do. The
general attitudes of parents and the district would not lead to me believe
that problems would not occur often. The process for getting a FIEP or a
Mediator seem to be straight forward and user friendly. This will definitely be
something that I must keep in mind to be the best teacher possible.