Parental Support Across these Classifications

Parental Support Across these Classifications
As an educator, I can equitably and inclusively engage parents or caregivers in supporting children with learning disabilities by sharing power with them to improve educational decision-making. Just as each child is unique, so are the respective parents and their context. In this vein, getting to know parents and their perceptions, together with their children, is important in achieving authentic conversations, responsiveness, and cultural cognizance (Connor & Cavendish, 2018). Regarding children with attention deficit hyperactivity disorder (ADHD), I would address the cultural and parental issues that characterize the parent-educator connection to ensure parental participation in school psychological health services for learners with ADHD (Mo & Chan, 2021). For children with emotional disturbance (ED), developing and implementing the Attachment Aware School (AAS) model would ensure parents are involved in the child’s life while in school to ensure their wellbeing and progress (Rose et al., 2017). Regarding children with intellectual disability (ID), the educator should encourage family engagement to communicate with caregivers/parents concerning the child’s performance and collaboratively support their learning (Jacques & Villegas, 2018). Dialogic and empathic interactions ensure that the child feels appreciated and cared for.
The similarities associated with the caregiver/parental support across these classifications are that all the approaches are geared toward fostering a commitment to equi...