Parent Teacher Conference Handouts
Parent/Teacher conferences are an integral part of being a special education teacher and afford the opportunity to communicate very important information to a parent that will facilitate the progress of his/her child. As a result, many parents may not remember what exactly was said at the meeting and these handouts can easily reinforce the discussion in a very concrete manner.
NASET's Parent Teacher Conference Handout Collection provides over 90 handouts covering a wide variety of topics that are discussed by teachers and parents on a daily basis.
The Parent Teacher Conference Handouts provided cover a variety of topics in special education. These handouts can be given at the end of parent teacher conferences, to reinforce concepts and help parents further understand information discussed at the conference. They are also useful in answering parent inquiries or providing tips to parents on how they can assist their child with his/her education. These handouts will provide you with a means of educating parents, delivering requested information, providing clarity, reducing misinformation & speculation on the parts of parents. It also helps to present you as a source of guidance, information, and assistance to all the parents of children in your class.
As new Parent Teacher Conference Handouts are announced they will be added to the list below. You can access the files for downloading and or printing by using the following: Download Instructions
NASET will notify its' members monthly when the latest Parent Teacher Conference Handouts are made available throughout the school year. If you should have any ideas for a Parent Conference Handout, please email us at email@example.com
Each Parent Teacher Conference Handout is presented on an individual web page which also contains links for downloading a PDF or MS Word version. Throughout the school year NASET will add new handouts to the list.
AVAILABLE PARENT TEACHER CONFERENCE HANDOUTS:
- Building Self-Esteem in Children with ADHD
- Recommended Practice for Teaching Students with Severe Disabilities
- Characteristics Checklist for Gifted Children
- Be Aware of Symptoms Indicating Low Levels of Confidence
- Tips for Providing Experiential Life Skills Training in Residential Treatment Settings
- What is the Purpose of Physical Therapy
- What is Adaptive Physical Education?
- Adapting the Way a Child Responds in the Classroom
- Purpose for Intelligence Testing
- The Reason for Measuring a Child's Perceptual Ability
- What is Manifestation Determination
- Grading Students with Special Needs
- Top Ten Parental Rights in Special Education
- Checklist for Children with High Risk Emotional Issues
- Factors Affecting Curriculum for Children with Special Needs- Part II
- Factors Affecting Curriculum for Children with Special Needs- Part I
- General Characteristics of Emotional Disturbance vs. Social Maladjustment
- RTI 101: Frequently Asked Questions
- Testing Accommodations Versus Testing Modifications
- Perceptual Disabilities
- Intelligence Tests
- How is Autism Diagnosed?
- Areas of Perception
- What are Modifications and Accommodations
- What are Related Services
- School Symptoms Exhibited by High Risk Students
- Objectives of Intellectual Academic and Perceptual Evaluations
- Autistic Savants
- What is an APGAR Score
- Checklist: Does my child hear?
- Procedural Due Process for Parents and Children
- What Is a Portfolio Assessment?
- Speech and Language: Developmental Milestones
- What Is a Developmental Pediatrician?
- Reasons for an Occupational Therapy Evaluation
- What Parents Need to Know About Stuttering
- School Symptoms Exhibited by High Risk Students
- Alternative Educational Delivery Systems
- Diagnostic Symptoms of Dyslexia (Reading Disability)
- How is autism diagnosed?
- Diagnostic Symptoms of Dysorthographia
- Diagnostic Symptoms of Dysgraphia
- Diagnostic Symptoms of Dyscalculia
- Characteristics Checklist for Gifted Children
- What is Adaptive Behavior?
- Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities
- Examples of Adapting the Curriculum for Students with Special Needs
- How Parents Can Use Effective Discipline
- How Your Child May Be Evaluated Without the Use of Tests
- Important Milestones: Normal Language Development
- What is Inclusion?
- Important Milestones: By the End of Five Years (60 Months)
- What Parents Need to Know About Assistive Technology
- Least Restrictive Environment Placements
- How Parents Can Examine School Records
- The Role of the Family in the Transition Process
- Symptom Patterns in Children and Possible Causes
- Teaching Techniques Used In Inclusion Classrooms
- What Parents Need to Know About the Learning Process
- Basic Special Educational Law Terminology for Parents
- Academic Skill Area Terminology: Reading
- Eight Reasons Why Your Child May Not Be Able to Perform Up to his/her Ability
- What Parents Need to Know About Auditory Processing Disorders
- Students with Disabilities Preparing for Postsecondary Education
- Parent's Guide to RTI (Response to Intervention)
- What Parents Need to Know About a Section 504 Accommodation Plan
- Developmental Screening Information for Parents
- Providing Your Childï¿½s Teacher with Useful Information at the Beginning of the School Year
- Preparing for the First Month of School for Children with Disabilities
- Things to Consider When Looking Into College for Your Child with a Learning Disability
- Extended School Year Services (ESY)
- Allergies and Food Sensitivities for School Age Children
- Transition Planning Timeline Checklist
- What Parents Can Do To Help Their Child Succeed In School?
- What Parents Need to Know About No Child Left Behind (NCLB)
- Preparing for Employment: On the Home Front
- Record Keeping Checklist During the Transition Process
- The Role of Parents in Dropout Prevention
- Age of Majority: Preparing Your Child for Making Good Choices
- Parent Training Information Centers
- Early Intervention Services: Basic Information for Parents
- Transition Resources for Parents
- Preventing Bullying for Parents
- Disability Awareness
- Using Positive Methods for Change at Home
- Options for Children with Special Needs During the Summer Months
- Identification of High Risk Behavior - Part III
- Identification of High Risk Behavior - Part II
- Identification of High Risk Behavior - Part I
- Test Vocabulary for Parents
- Annual Review Preparation for Parents
- Helping Your Child Succeed in School - Part I
- Helping Your Child Succeed in School - Part II
- How Parents Can Spot Possible Learning Disabilities in Their Children
- Abbreviations Commonly Used in Special Education
- How Parents Can Improve Their Child's Comprehension
- How Parents Can Improve Reading at Home
- Avoidance Behavior Patterns Exhibited By Children with Suspected Learning Problems
- How Parents Can Improve Study Skills at Home
- How to Improve Your Child's Self-Esteem
- Parent-teacher conference tip-sheets (Available in Spanish, too!)
- What Parents Need to Know About Retention
- Effective Communication Skills for Parents
- How Parents Can Help Their Children with Homework
SAMPLE PARENT CONFERENCE HANDOUT
How Parents Can Help Their Children with Homework
SET UP A HOMEWORK SCHEDULE
For some children, the responsibility of deciding when to sit down and do homework may be too difficult. Children may decide to do their homework after school or after dinner. This is a personal choice and has to do with learning style. However, once the time is determined, the schedule should be adhered to as closely as possible.
RANK ORDER ASSIGNMENTS
For some children, the decision as to what to do first becomes a major chore. They may dwell over this choice for a long period of time because everything takes on the same level of importance. Rank ordering assignments means that the parent determines the order in which the assignments are completed.
DO NOT TO SIT NEXT TO YOUR CHILD WHILE HE/SHE DOES HOMEWORK
Employing this technique may create learned helplessness because the same "assistance” is not imitated in the classroom. Parents serve their children better by acting as a resource person to whom the child may come with a problem. After the problem is solved or question answered, the child should return to his/her work area without the parent.
CHECK CORRECT PROBLEMS FIRST
When your child brings you a paper to check, mention to him/her how well he/she did on the correct problems, spelling words etc. For the ones that are incorrect say, “I bet if you go back and check these over you may get a different answer."
NEVER LET HOMEWORK DRAG ON ALL NIGHT
The only thing accomplished by allowing a child to linger on their homework hour after hour with very little performance is increased feelings of inadequacy. If this occurs, end the work period after a reasonable period of time and write the teacher a note explaining the circumstances.
DISCUSS HOMEWORK QUESTIONS BEFORE YOUR CHILD READS THE CHAPTER
Discuss the questions to be answered before your child reads the chapter. In this way, he/she will know what important information to look for while reading.
CHECK SMALL GROUPS OF PROBLEMS AT A TIME
Many children can benefit from immediate gratification. Have your child do five problems and then come to you to check them. Additionally, if the child is doing the assignment incorrectly, the error can be detected and explained, preventing your child from doing the entire assignment incorrectly.
PLACE TEXTBOOK CHAPTERS ON TAPE
Research indicates that the more sensory input children receive, the greater the chance the information will be retained. For instance, parents can place science or social studies chapters on tape so that the child can listen while reading along.
BE AWARE OF NEGATIVE NON-VERBAL MESSAGES DURING HOMEWORK
Many messages, especially negative ones, can be communicated easily without your awareness. If children are sensitive, they will pick up these messages which can only add to their tension. e.g., raised eyebrows, inattentiveness.
AVOID FINISHING ASSIGNMENTS FOR YOUR CHILD
Children tend to feel inadequate when a parent finishes their homework. If children cannot complete an assignment, and they have honestly tried, write the teacher a note explaining the circumstances.
BE AWARE OF POSSIBLE SIGNS OF MORE SERIOUS LEARNING PROBLEMS
Parents should always be aware of symptoms indicating the possibility of more serious learning problems. Many of these symptoms may show up during homework. If these symptoms present a pattern, contact the psychologist or resource room teacher for further assistance. Such symptoms may include, constant avoidance of homework, forgetting to bring home assignments, taking hours to do homework, procrastination of class work, low frustration tolerance, labored writing, poor spelling etc.
CHECK HOMEWORK ASSIGNMENTS AT THE END OF THE NIGHT
This will reduce the child's concerns over the thought of bringing incorrect homework to school. This also offers children a feeling of accomplishment, a source of positive attention and a sense of security that the work is completed.