Two sides of the same communication coin

I was able to observe the morning arrival at the center. I was curious on how the teachers meet and greet their parents. I was not disappointed. One teacher knew every parent and every child by name. I have trouble remembering my 6 children's names at home, so for her to know over thirty children and their parents names was pretty good.

I am a strong believer in talking to people and this teacher was no different. She would greet the parents, ask them how they were and if they had questions regarding their child, she would listen and acknowledge their concerns. For example one parent stated that another child allegedly bit her daughter but there was no report or incident recorded and wanted to know if she knew anything about it. The teacher stated she wasn't aware of it but would be happy to look into it. She also told the parent it was unfortunate it happened to her child, but sometimes things happen so quickly the teachers do not catch it in time. The parent was happy and calm when the teacher finished talking to her, it was refreshing to see that she didn't attack the teacher, and the teacher was polite and courteous to the parent.

Now there was a second teacher in the gym and she was also greeting parents, but I noticed she was talking about other staff and children in the center in not the best light. I felt that was inappropriate because it disregarded the right of privacy for the child or staff members. I would never bring down others to make myself look good, so seeing a "professional" doing it was shocking. I asked my observation host regarding that incident, and she stated it isn't the first time she has done that, and the director has warned her numerous times to stop that. The teachers response to that was "well when you use your big girl voice, I may take you more seriously"

Here we see two different ways of treating parents, children and staff at the same location and wonder if parents get mixed signals when dealing with so many different personalities and professionalism? One teacher really reaches out to the parents and works to make them feel welcomed and the kids are safe, and the other belittles the kids and staff which makes the parents wonder why they put the kids in the center. I know as a parent I would be concerned about what was going on.

I think if I was to approach my advocacy ( Early intervention) I would use the parent/teacher conference way of communication. I want to be able to sit down with them and discuss the possible issues the child may have. I think going over an assessment or review of the child's progress and having it in front of the parents to review helps with any questions or concerns they may have. I would also know their names and be very polite. My job is to help the child and family, not gossip about others in the center. They need to know their child and his well being in the classroom is my first priority.
Bringing early intervention is something that a child may need, then discussing the reasoning behind it and benefits would be a good thing to discuss with the parents.

Who deserves it more?

Being in a center that works with birth (6 weeks ) to 5, I am able to observe so many different types of classes. Granted I am officially in a preschool classroom, I was able to sneak peeks into some of the other classrooms to see how they deal with the early intervention issues.  It is interesting  to see so many children from a large variety of ages who have special needs, and which ones actually are able to receive early intervention services.
I was able to see the director (Mrs. Tubbs) advocate for services for some of the children who need assistance, but others who qualify are unable to get the help. She contacted Child Find, and has a plan to bring in a person to observe in a preschool for two severe behavioral issues. She stated she has been trying for months to bring this person in, but state funding has cut services and the observer is covering about 5 counties.
Mrs. Tubbs also works with Department of Child and Family services, with placing children in the center, and getting the services they need in place. She stated that alot of the children placed have been in neglectful homes which delayed the learning and development of the children. So these children are placed on a first priority list for early intervention. 

For example in the baby room there are two children who receive services, one little girl around 1 yrs old gets developmental therapy due to having surgery on her legs. She was born with a strange curvature in her legs that left her bow legged, so they had surgery done to help her. She receives services three times a week in the classroom, another baby close to 15 months and her brother who is 3 receive services for speech, developmental and occupational therapy due to neglect, and is now in foster care.  In that same room with the three year old child;  is another three year old who needs services, but is unable to get it because the family refuses to acknowledge there is an issue. The child does not speak clearly,  and is not potty trained. The difference is who is involved in the assessments and services.

It is unfortunate that it takes an agency such as DCFS to step in to get a child services, while other children with parents who are fighting the idea that their child may need to get a push does not get the same services. How do we decide what disability or learning disorders may be eligible for services. The classroom I where I observe at, we see children that need help but they are at an age that either they go and attend another school that gives those services or the child is left to learn at their own expense. In this same classroom we see these children disrupt or need one on one, that the others feel like they are not getting recognized as equals, because all the focus is on the ones with behavioral issues, or learning disabilities.

More and more I can see how important early intervention is to these children, it provides support not only to the children but to the staff as well. The lead teacher in the class I am observing stated that it helps knowing that there is somebody extra in the room who can work with the students, so she can focus on teaching the others.

My questions for you is why do you feel that only certain children are eligible for services, when in the same class there is a child with severe disabilities that if early intervention was given, there would be a good chance this child could succeed in school? Do you feel there should be a set limit or standards for children who need services?