Sharing Information in the New Program

(FACTS/LRE grants permission for photocopying of this handout.)

This list includes strategies that families have used to learn about the new program. Some of the strategies will help your child and family become familiar with the new program. Other strategies will help your family and program staff share information about your family and the program.

• Take your child to visit the new program so that you and your child are familiar with the teacher, the staff, and the new classroom before the program starts.
• Help the new teacher learn about your child's needs, strengths, and abilities. A worksheet to help you share information about your child follows this section.
• Ask the new teacher to keep you informed of the goals and strategies that they use at school. You may want to use these at home.
• Observe your child in the new program. Feel free to ask questions. For example, if you observe during free play and the teacher seems to be just playing with the children, don't assume that this is all the teacher is doing . . . many skills are focused on during play such as language, concept development, and social interaction. If you ask questions, the teacher can explain how she or he provides opportunities for learning during play time.
• Develop a method and schedule of communication with your child's new teacher and other program staff. For example, will you share a home-school notebook? If so, how often? What are the best times for you to call? A sample communication schedule is provided at the end of this section.
• Talk with the staff in your child's new program about options for family involvement. Tell them how you would like to be involved.
• You may want to help other children in the class learn about your child and his or her special needs. Some parents have talked with the other children in the class about special needs or have let the other children experience what it is like to not be able to hear, see, or walk. You can talk to your child's new teacher about this. Some families and programs routinely do this. Others do not and prefer to deal with questions from children if and when they arise. If you do not want to prepare other children, talk with the teacher about how you would like program staff to answer questions raised by other children or families.