Parental Involvement Review

Which of the following is a barrier to effective parent-school partnerships?

• Providing bilingual resources for families

• Encouraging open communication between parents and teachers

• Offering flexible meeting times for working parents

• Cultural and language differences without support services

A teacher is working with a non-English-speaking parent to discuss their child's special education services. What is the best approach?

• Speak only in English and expect the parent to understand

• Avoid scheduling meetings with the parent

• Provide an interpreter and translated materials to ensure clear communication

• Ask the student to translate for their parent

What was one outcome of improved parental involvement?

• Ms. Jackson had more conflicts with the parents

• Alex showed academic and behavioral improvement

• Alex's behavioral issues worsened

• Alex's parents stopped attending meetings

Which of the following is NOT a strategy used by Ms. Jackson?

• Providing structured homework routines

• Offering virtual IEP meetings

• Ignoring the parents' concerns

• Hosting parent workshops on ASD

What is the primary goal of a strong parent-teacher-school partnership?

• To improve student academic achievement and well-being

• To make parents responsible for discipline at school

• To reduce the number of parent-teacher conferences

• To ensure parents complete all school-related paperwork

Why did Ms. Jackson invite the Carters to a school social skills club?

• To show them that Alex was struggling socially

• To allow them to observe and support Alex's peer interactions

• To discipline Alex in front of them

• To teach them how to be better parents

Which communication strategy did Ms. Jackson use to keep the parents informed?

• Weekly emails and a communication app

• Monthly report cards only

• Sending home a printed newsletter

• Phone calls every semester

What was the primary challenge in engaging Alex's parents?

• They disagreed with his diagnosis

• They had busy work schedules and limited understanding of special education services

• They did not speak English

• They were not interested in his education

A teacher is working with a family that views their child's disability as a temporary challenge rather than a lifelong condition. How should the teacher respond?

• Respect the family's perspective while providing information on the child's educational rights and needs

• Insist that the family accept the diagnosis as permanent

• Tell the parents that their beliefs are incorrect

• Avoid discussing the disability altogether

Which of the following is NOT an effective strategy for engaging parents in their child's education?

• Providing opportunities for parents to volunteer at school

• Regular communication through newsletters, emails, and meetings

• Limiting parental involvement to only fundraising activities

• Offering workshops to help parents support learning at home