Both Sides of the Table

Both Sides of the Table

When You Hear Your Child May Need Learning Supports

I have been on both sides of the conference table. As a parent, I have received the news that the education professionals in my child’s life have determined my child may need support services. As an early educator, I have had to share that news with parents. It is a challenging uncomfortable conversation no matter which side of the table you are on.

Even with my training and degree in education, I did not see all the signs in my child. Sitting there, at that long conference table across from the child study team was overwhelming. I berated myself for missing the signs and wondered what I did wrong or could have done differently. I was relieved because my child was struggling in one area in school and it was beginning to affect their entire education. As an early childhood educator, I knew the importance and value of early intervention services. My greatest concern was I had inadvertently made my child educational experience more challenging because we didn’t intervene sooner.

Positive early experiences are essential prerequisites for later success in school, the workplace, and the community. Services to young children who have or are at risk for developmental delays have been shown to positively impact outcomes across developmental domains, including health, language and communication, cognitive development and social/emotional development. Families benefit from early intervention by being able to better meet their children’s special needs from an early age and throughout their lives. Benefits to society include reducing economic burden through a decreased need for special education. Source: nectac,  The National Early Childhood Technical Assistance Center July 2011

Now in my role as the director of an early education program my staff and I work diligently to make sure none of our students fall through the cracks. We have tough conversations with parents about signs of developmental or learning delays. Some families welcome our insight and seek intervention. Others are convinced their child needs more time and will eventually catch up. Other are insulted or angry and remove their child from the program.

I understand all these responses. It is overwhelming to get this news. Sometimes it feels like it is coming out of the blue, but with some reflection, you recognize that the signs were always there. As staff describe behaviors or learning concerns, parents often state we do not know what to do. My response is we don’t expect you to have the answers. That is why we are asking you to partner with us to seek support services. We are having these conversations because all our tried and true methods of addressing a concern have been unsuccessful.

As parents of young children, we need to hear what the professionals are trying to share and trust their expertise. Professionals want what is best for your child and know that now is the time for interventions services. Waiting can affect your child by fourth grade. (National Institutes of Health)

As educators of young children, we need to share our concerns with parents and be brave enough to have tough conversations about their child’s development when needed. They often just do not know what to do or what is developmentally appropriate. Some children have difficulty only in a classroom environment.  We need to raise awareness of their child's needs and provide appropriate guidance to all the services that are provided today. We need to provide assurances that their child will not be ostracized. I try to re-frame our request for parents by asking if we were asking for a vision screening or speech screening would they even hesitate to take action.

We need to always do what is best for the child no matter what our role. Parent, teacher or director.

Copyright 2019  © Michele Fortier Early Childhood Strategies

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