Mentoring & Teaching to Empower Parents in School-Based SLP Programs

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This course encourages therapists to nurture parents as active contributors and partners in their child’s intervention and instruction. It highlights how to employ mentoring methods to foster a high level of engagement. Empowering parents starts by exchanging critical information and jointly defining goals. Doors are then open for teaching parents to use specific intervention techniques and procedures. When parents gain new insights and skills, they become real partners in the treatment process. Examples are provided for identifying specific techniques parents can use. Recommendations are also made for dealing with challenges such as limited time and potentially adversarial situations. Throughout the discussion you will be encouraged to reflect on your own students, colleagues, and program.

Meet your instructor

Jean Blosser

Jean Blosser is passionate about creating systems that ensure school SLPs and educators can provide outcomes-based, educationally relevant services. To Jean, interprofessional collaboration is essential! As President of Creative Strategies for Special Education, she consults and provides workshops for schools, universities,…

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Chapters & learning objectives

1. Foster Rich Relationships Through Mentoring

The mentoring process can be described as a relationship in which a person of greater rank or expertise takes a personal interest in the professional and personal development of a newer person and provides experiences for the mentee (protégé) that have an unusually beneficial impact on the mentee’s performance. Research has shown that mentors have a significant and positive impact on their mentee’s development and achievement. This chapter illustrates how to implement a practical mentoring approach to develop rich relationships with parents of children with disabilities. We explore expectations for mentors, important skills to develop, and techniques. Throughout the course, you will be encouraged to reflect on your program and take steps to make changes that will yield great results.

2. Methods for Involving Parents

Six dynamic methods are presented for getting parents engaged as partners in the assessment and treatment process. Hints are shared for interacting and stimulating meaningful dialogue that will result in meaningful relationships.

3. Get Beyond “How’s It Going?”

In every home, school, community, or work situation a youngster enters, there are demands and expectations for communication and interaction. Therefore, individuals with whom they interact need to learn to recognize when and how disabilities are interfering and what actions to take to support and/or modify the child’s performance. This segment describes specific strategies you can recommend to parents.

4. Fitting Parents Into Your Services and Intervention Into Their Day

Busy schedules and competing priorities for both therapists and parents often interfere with fully engaging with parents. This chapter presents a unique planning framework, the Individual Family Intervention Plan (IFIP). It is a planning guide that will facilitate discussion of the meaningful roles family members can plan in treatment; the treatment strategies they can implement; and preparation that may be needed for a high level of participation and engagement.

More courses in this series

Outcomes Matter in School SLP Programs

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Supervision and Mentoring Throughout the Career Journey

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The Value of Engaging Parents as Partners in School-Based SLP Programs

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