From the time even before a student starts receiving services, the special education teacher has to build teams for the students. They must be knowledgeable of professionals within the district and the community who could assist in building appropriate supports for the student. Beyond that, they need to be able to communicate with the parents to inform them of the special education process, their rights as parents and navigate them through the “edulingo” that can be confusing. After the initial work with colleagues and parents is done, special educators need to continue to collaborate to ensure the IEP and student’s success (Snell & Janney, 2005:
From the time even before a student starts receiving services, the special education teacher has to build teams for the students. They must be knowledgeable of professionals within the district and the community who could assist in building appropriate supports for the student. Beyond that, they need to be able to communicate with the parents to inform them of the special education process, their rights as parents and navigate them through the “edulingo” that can be confusing. After the initial work with colleagues and parents is done, special educators need to continue to collaborate to ensure the IEP and student’s success (Snell & Janney, 2005: