FAR EASTERN UNIVERSITY THE LEVEL OF EFFECTIVENESS OF COLLABORATIVE STRATEGIES USED BY PARENTS AND SPED TEACHERS OF CHILDREN WITH

DEVELOPMENTAL DISABILITY

by LAYOS, AMMERRAH A. OGUING, GELEEN A. SABINO, JUVILYN Far Eastern University

ABSTRACT The research was conducted to determine the level of effectiveness of collaborative strategies used by parents and SPED teachers. Many studies in collaborative strategies assert that when parents and SPED teachers collaborate, academic achievement increases, school satisfaction and there is successful in school setting. The study, therefore investigated the level of different ways and strategies by which parents and SPED teachers collaborate. This study included 25 parents and 25 SPED teachers from 3 different Schools in Manila and Quezon City. Data was collected using a descriptive qualitative survey, which included 15 items. The information will be used to identify the level of parent-SPED teachers collaboration. The results of this study will help to give collaboration enhancement program to parents and SPED teachers of children with developmental disability. In this study it was found out that collaborative strategies used by parents and SPED teachers is very effective when it comes to the development of their child at school. Based on the results of the study it was recommended that parents and SPED teachers should attend seminars to enhance their collaboration to be more effective to children with Developmental disability.

FAR EASTERN UNIVERSITY Introduction Collaboration is described as two or more people who work together for a common goal. Collaboration occurs when people come together with the same ideas, opinions and work for a common outcome. Collaboration is important for working with students and optimizing students academic performance (Friend & Cook 2007; Gable, Mostert&Tonelson 2004) it is a key for students to be successful not only in academic performance but also in school setting. On the other hand Teachers should be the one who are more actively involved with parents, engage positive communication and support families regarding their decisions to their children. (Clark, 1993) reported that involving parents in their childrens formal education improves student achievement thats why collaborative practices can be found in many schools today such as parent involvement and formal meetings about the students. The parents of children with disabilities have more opportunities to collaborate with teachers, to be involved and to influence their childs education (Salisbury and Evans, 1988). On the other hand Teachers should be the one who are more actively involved with parents, engage positive communication and support families regarding their decisions to their children. When parents and teachers have a good relationship the students will become more successful in school and can motivate them to excel in school, produce more school attendance and improve behavior at home and at school.

FAR EASTERN UNIVERSITY Collaboration holds several advantages for children, parents and for teachers. Collaboration for children has a positive effect in academic achievement and enhances the probability that they will succeed in school (Clark, 1993). For parent, involvement in their childs education fulfill their obligations for their children (Murphy, 1981) it can also be use for the parents who doesnt have any idea about their childs disability and help families to understand more what is happening on their childs education. As for tea chers it will help them to better understand the child and to have a better outcome.

Background of the Study In the field of special education there are many articles that have been done in the importance of collaboration for successfully working with other professionals and families in schools today (Cramer & Strivers, 2007; Friend & Cook, 2005, 2007; Keefe & Moore, 2004; Villa & Thousand, 2000). All parents can and should participate meaningfully in their childrens education, including those children who received special education services. The value of parent participation has been recognized under law since 1975 (Coots, 2007) In the field of special education there are many articles that have been done in the importance of collaboration for successfully working with other professionals and families in schools today (Cramer & Strivers, 2007; Friend & Cook, 2005, 2007; Keefe & Moore, 2004; Villa & Thousand, 2000). There are few scholars and professionals who explored about the different approaches in collaboration since then, and research has demonstrated the benefits of all parties involved: from children and their families, to

FAR EASTERN UNIVERSITY parents and teachers (Hedeen, Moses, & Peter, 2011) and it has been viewed as the important and best practice in special education (Cross, Traub, Hutter-Pishgahi, & Shelton, 2004; Barnes & Turner, 2001; Kurjan, 2000; Pena & Quinn, 2003). Research has confirmed the positive benefits of parent-professional collaboration on the education of children with disabilities. For instance, the students who received higher grades have their parents involved in their school (Fehrmann, Keith, &Reimers, 1987) thats why the Schools today requires collaboration between families and professional to obtain the childs academic performance (Friend & Cook, 2007; Gable, Mostert, &Tonelson, 2004).

Synthesis Collaboration between parents and SPED teachers is important in the educational progress of the child. Student achievement increases to higher level when relationship between families and school is more collaborative and comprehensive. Collaboration between parents and SPED teachers through IEP emphasizes on the contribution of parents in the decision on their childs education which guides their students education performance, assessment of that performance, behavioral considerations, and appropriate accommodations and modification. Jones, (2009) affirms that children with disabilities may also benefit when parents work together with other school professionals in a collaborative style. Collaboration with parents and education professionals in early intervention of special education stated that collaboration is an accepted best practice to provide services for young children with disabilities in natural environment such as the childs

FAR EASTERN UNIVERSITY home, and to plan each childs individualized family service plan (IEFSP) with families concerns and goals. The study proved that collaboration is an effective way for families and professionals to reach their goals for children with disabilities who are under in early intervention program. The benefit of collaborating with parents discusses the importance of collaboration in academic achievement of the students. Parent involvement has a positive correlation between school success and parent involvement in school (Epstein & sander, 2006). The study stated that for students with disabilities where parents are significantly contributes on an annual basis to their students educational plan, this involvement carry a grater implications. Parents of children with disabilities provide information, without this comprehensive view of the student intervention attempts could be misguided. Collaboration between special educators and parents has been responsible for improving student outcomes (Murray, 2004). In addition, the information sharing which occurs in the parent-educator partnership promotes the parents advocacy abilities (Gallagher, et al., 2004) The past researches concentrate on the importance of collaboration between parents and SPED teacher to children with disabilities. These researches collected and gathered data on how it is important to collaborate with parent and professionals in increasing student achievement. Collaboration between parents and SPED teachers is the key in helping students to reach their goals especially for students with disabilities.

FAR EASTERN UNIVERSITY Methodology Due to the descriptive nature of the research questions asked, a qualitative researcher-made survey questionnaire was used for this study, it served as a tool for gathering data information for the study. The unit of the study was parents and SPED teachers. The target population comprised 25 parents and 25 SPED teachers from public school in Quezon City and Manila. 2 public schools in Manila and 1 public school in Quezon City. The survey instrument was created by the researchers. One instrument was distributed to parents (Appendix A), and the other instrument was distributed to teachers (Appendix B). Both parents and teachers consist of 25 statements to be valued using a five point Likert scale in which the respondents were asked to indicate the effectiveness of each collaborative ways and strategies.

FAR EASTERN UNIVERSITY Summary of Findings 1. What is the socio demographic profile of the respondents according to their: A. Gender The distribution of the parent respondents according to their gender. 80% of the respondents are female and 20% are male which means that most parents who are engage in their childs education are female. The distribution of SPED teacher respondents according to their gender which shows that 96% of the respondents were female and 4% of the respondents are male. B. Educational attainment Majority (48%) of parents identified themselves as a high school graduate, (44%) college graduate and (8%) are elementary graduate and the distribution of teacher respondents according to their completed degree. All of SPED teachers (100%) completed bachelors degree and none of the teacher-respondents completed masters and doctorate. C. Salary Majority (36%) of the parent-respondents have a 10,000-15,000 monthly salary income. The 32% have a 20,000 and above monthly salary income and another 32% have less than 5,000 monthly salary income. The majority of the respondents have more than the average 10,000-15,000 monthly salary income in the Philippines and the distribution of teachers according to their monthly salary income. Majority (96%) of the SPED teacher respondents have a 20,000 to 30,000 monthly salary income while 4% of the respondents

FAR EASTERN UNIVERSITY have a 40,000 and above monthly salary income which means that most of the SPED teachers have a high income that is enough to sustain their needs. 2. What is the level of effectiveness of the parent and SPED teacher respondents during the following events: A. IEP meeting It was found out that the parents see IEP meeting as a very effective collaborative way in which they can participate in the educational performance of their child, having a composite mean of 3.73 and the teachers see IEP meeting as very effective collaborative way having a composite mean of 4.18. B. School activities

It was found out that the parents see school activities as very effective collaborative way in which they can participate in the educational performance of their child, having a composite mean of (3.86) and the teacher see school activities as a highly effective collaborative way in which they can contribute in the educational performance of their student, having a composite mean of (4.22). C. Parent-teacher conference

The average mean of the whole scale on parent-SPED teacher collaboration during parent teacher conference is 3.98 which are interpreted as highly effective meaning the most parent-respondents find parent-teacher conference helpful in contributing to their childs success in school and The average mean of the whole scale on parent -SPED teacher during parent-teacher conference is 4.18 which are equal to very effective

FAR EASTERN UNIVERSITY meaning most of the teachers find parent-teacher conference helpful in terms of informing parents about how their childs doing in school.

3. What is the level of effectiveness of collaborative features used by parents and SPED teachers respondents in the following areas: A. channels of communication The average of the whole scale on parent-SPED teacher channels of communication is 4.49 which is equal to very effective meaning most of the parent-respondents find communicating with SPED teachers is helpful in terms of getting information about their child and to be involved in their childs education and for the teacher respondents see that channels of communication is a very effective way which they can communicate or collaborate to the parents having a composite mean of 4.15.

B. level of commitment It was found out that the parents see level of commitment as an effective collaborative strategy in which they can participate in the educational performance of their child, having a composite mean of (4.14) and for the teacher respondents they see level of commitment as a highly effective collaborative strategy in which they can reach out and build a good and strong relationship with the parents, by having the mean of (4.29).

FAR EASTERN UNIVERSITY Conclusion 1. The socio-demographic profile of the parents showed that most of the parents respondents show that females are more involved in their children with developmental disability than males. It also revealed that most of the parentrespondents in manila and Quezon City have completed high school level and spend fewer years in education. Most of the parent respondents have a 10,000 to 15,000 monthly salary income which shows that parents have enough sources on their finances to support the needs of their children especially for their children with developmental disability. The socio demographic profile of the SPED teacher respondents among the three public SPED schools revealed that special education teachers are dominated by females than males however, this doesn't mean that male teachers are less effective than female teachers. It also revealed that all of the SPED teacher respondents have completed bachelors degree which shows that sped teachers have enough knowledge to teach children with developmental disability. Additionally, SPED teacher respondents have a 20,000 to 30,000 monthly salary income which shows that SPED teachers in public schools have enough income to support their needs.

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2. Parents find IEP meeting very effective when it comes to parents who participates in their childs education. Most of the parent respondents wants to be involved in their childs education in terms of deciding for the instructional plan of their children because they are the ones who knows there child's personality, habits,

FAR EASTERN UNIVERSITY strengths, and weaknesses and they think that their suggestions for the instructional plan of their child will be the best and appropriate for their children. It also delve in the study that most of parent respondents have a less priority in knowing the strengths and weaknesses of their child at school because parents think that it is not important in contributing in their childs progress.

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With the data results the researchers conclude that teachers dont make decisions without collaborating to the parents or other family members. This states that it is effective to involve parents in decision making to have a positive outcome in the educational performance of the students. On the contrary, deciding for instructional plan get the last spot but still got a high mean the researchers concluded that it still effective for the parents and it is also important to them to share suggestions or opinions to the parents regarding instructional plan.

Parents find school activities very effective and efficient in terms of contributing to their childs success in school. Most of the parents wants to attend their childs performances at school meaning parents supports their childrens educational progress and wants to participate in activities at school. Most of the parent respondents give a less importance when hosting the school activities because they think that it have a less impact in their childrens success and doesnt hav e a major influence in their childs life.

FAR EASTERN UNIVERSITY With the data result, the researchers conclude that teachers always informed the parents if there are incoming school activities for the parents to get involved in such activities .Teachers views that if the parents get involved in school activities it lead to a successful school activities. On the other hand, encouraging parents to host the school activities get a low mean but still the researchers concluded that teachers are still effective with regards in this area because it still got a high mean with a remark of effective.

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Parent respondents find parent-teacher conference very effective because it highlights their childs progress and also parents think that it is effective when teachers discuss their childrens success, problems, grades, homework, and behavior in school. It was delve in the study that when parents shares their childs development at home it will help the teacher provide their children with any additional support needed in the classroom such as best methods of teaching, meeting individual student's needs, how to control classroom behavior, and how to help the child succeed in school. On the other hand, parents have given less priority for attending a meeting with teachers every month because they think that it have a less impact o their childs progress at school.

Based on the findings given, it was clearly shown that the overall effectiveness of parents and teachers in terms of conferences was high. Moreover, teachers are most effective in clarifying the roles and responsibilities of parents concerning on

FAR EASTERN UNIVERSITY the development of the student. On the contrary, delegating roles and responsibilities to parents got the last spot but still the researchers concluded that teachers are still effective with regards in this area because of the fact that it still has a high mean with a remark of effective.

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3. Based on the results, it was clearly shown that a channel of communication is effective when parents want to have a connection with the SPED teacher in terms of getting information about their child. Moreover, Parents find checking the communication notebook of their child if there are any comments or information from the sped teacher very effective and helpful because they can track all the success and difficulties of their child. in contrast, receiving newsletter about the programs of their child have the lowest mean it doesnt mean that it is not helpful for parents who wants to be involved in their childs education.

Teachers are more interested in writing in their students communication notebook for the parents to know their childs performances rather than sending a newsletter teachers think that parent must ignore it because they think it is not that important. But when it comes to writing in communication notebook, they know that parents will be monitoring it for they want to know all the performances of their child at school and what are the comments that the teachers have written there.

FAR EASTERN UNIVERSITY On the results revealed that level of commitment is a very effective collaborative strategy for parents. Moreover, parents think that it is very helpful to the development of their child at school when they help teachers in achieving the common goal of their child. On the other hand, parents stated that providing all the school needs of their child is not their priority in terms of involving themselves in their childs education.

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Collaboration focuses more on sharing all the efforts and responsibilities with the parents for them to achieve their common goal for the child. SPED teachers find it very effective when they share efforts to parents when it comes to child development rather that providing all the needs of the students because SPED teachers find it unfair if they are the ones who exert more effort for the development of the child instead of parents which can lead to a gap between them. Recommendation Based on the findings and conclusions that have been stated, the following recommendations have been proposed: 1. The researchers recommend the study to the school administrators to have more activities to enhance collaboration between parents and SPED teachers. Involving them in more activities that will help in contributing in students development.

FAR EASTERN UNIVERSITY 2. The researchers recommend the study to the SPED teachers to reach out with parents because most parents knows their childs personality, habits, strengths and weaknesses that they could share to SPED teachers in which both of them can create strategies which involves collaboration between them than can be used for children with developmental disability in order to attain progress and development which is their common goal. 3. The researchers recommend the study to parents who have children with developmental disability to be more engaged in their childs education by providing all the needs of their child at school and actively participate in any meeting at school where in they can interact regularly with the SPED teachers which can promote positive relationship and good collaboration between them. 4. Because of the limitation of the study the researchers also suggest to the future researchers who come up with the same research topic to do further study if there are barriers that hinders the level of effectiveness of collaboration between parent- SPED teachers. In the future, if research methods can include in-depth interviews, field observations, or quantitative analyses, the data obtained will be more diversified. This way future researchers can investigate potential factors which influence the effectiveness of collaborative strategies used by parents and SPED teachers

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