STRATEGIES:

by Reva Schafer, B.A., M.Ed., Special Education Teacher

HOW?

1. Develop a personal relationship via casual contacts;
2. Maintain constant communication (telephone calls, notes, casual meetings) for good news as well as for concerns;
3. Make the most of every opportunity to share information to learn more about the child;
4. Support one another in the development of learning opportunities;
5. Observe, Listen, Question, Provide information, Request Advice;
6. Remember: Everyone has the child's best interests at heart!

THE EFFECTIVE ADVOCATE:

1. Believes in the child and is realistic about the child's present status and his/her potential;
2. Believes in him/herself, his/her ability to achieve what is required, and his/her ability to persevere;
3. Knows the child and has a good understanding of his/her needs and how they may be met;
4. Knows the child's legal rights and responsibilities, the school board's policies and procedures, the school personnel's understanding of the situation, the educational plans, the board's procedures, and resources;
5. Identifies unmet needs and/or rights;
6. Recognizes key people, his/her allies, and the available resources;
7. Recognizes obstacles to achieving what is required -- persons, policies, practices, resources;
8. Is a good communicator:
   • a) prepares for meetings, is proactive, systematic and knowledgeable, has the necessary documentation;
   • b) listens attentively, hears, watches, notes how something is said and what is not said, recognizes family/systemic barriers, understands others' positions;
   • c) acknowledges what is said;
   • d) requests clarification and further information;
   • e) expresses self in an assertive, organized manner;
   • f) records what is said, when, by whom and the expected follow-up;
   • g) ensures all parties are equally aware of all the facts, provides information before meetings and provides positive feedback and empathy;
   • h) encourages others to give their opinions;
   • i) provides opinions;
   • j) makes allowances for personal styles;
   • k) and is patient;
9. Focuses on a team approach and formulates compromises (win/win solutions);
10. Follows up to ensure that all parties have fulfilled their obligations and provides written confirmation of decisions;
11. Accepts that advocates are not always popular;
12. Recognizes that it is essential to teach the child to learn how to be a self-advocate and, then, steps back and lets go.

THE PROCESS Recognize, identify and define the problem. Commit to solving the problem together. Brainstorm and gather all the necessary information to develop a strategy. Choose the best strategy based on the child's status, the professional personnel available, the resources available, and contextual variables that may impact on the outcome. Agree on a time frame. Implement the strategy. Remember that consistent expectations from home and school are essential. Monitor and evaluate the effectiveness of the strategy at school and at home. Alter the strategy, if required.