Parents in the Classroom

by Karen L. Kennedy and Marcia S. Bernstein

Karen L. Kennedy, MA, and Marcia S. Bernstein, MA, graduates of Teachers College at Columbia University, teach at the St. Joseph's School for the Deaf, Bronx, NY.

The Parent Participation Program was created in St. Joseph's Pre-Primary Department to bridge the gaps between home and school, parent and child, teacher and parent. The concept was simple: If we increase familiarity, knowledge, and cooperation between parents and school, everyone will benefit—especially our deaf children.

The main goal of the program was to allow parents regular and relaxed access to their chiId's class, thereby empowering them to assist their child both in and out of school. We chose to implement our program as a pilot in one pre-kindergarten class (ages 4 - 5) and one kindergarten class (ages 5-6). We felt that evaluation would be more effective without the added challenges of parental separation problems so common to younger children or the time constraints caused by the stronger academic focus of first grade and higher. Teachers and assistants who expressed an interest in working more closely with parents were recruited, and teaching partnerships were created.

From the outset we encouraged cooperative effort, each of us learning from the others. What we observed was a dissolving of the barrier so often perceived between home and school. The use of Total Communication increased, whether it was spoken English and sign, or spoken Spanish and sign. Parents reported signing more at home, including repeated instances of the children themselves demanding the use of sign language. Parents responded positively and signed much more consistently with their children.

We were also able to demonstrate (not just talk about) the importance of consistent amplification. Use of personal hearing aids during non-school time also increased, and the parents learned not to accept "no" from their child.

We did face some disappointments as well as some daunting challenges. One parent dropped out due to personal problems, and that left her child sad and confused. One parent frequently did not keep her scheduled appointments, and one often brought her two younger children, which created a significant distraction. Occasionally, we called on the department supervisor or support staff (social workers, for example) to address these issues with the parents in order not to compromise the cordial and cooperative relationship established between teacher and parent.

Wonderful Outcome:
Empowered Parent Advocates
Wonderful—and sometimes unexpected—outcomes far overshadowed any frustrations. All the parents became strong advocates for their children. Attendance at IEP meetings and sign classes improved. Parents began to actively help teachers with their children's education. For example, one parent made a short video of her son on vacation. His classmates had the opportunity to see him playing in the park, eating with his family, riding his bicycle and resting at Grandma's home. This parent was thinking like a teacher; she said she wanted his classmates to truly understand what he was doing while he was absent from school, and only a video of his activities in Santo Domingo would really explain.

We had other rewarding and unexpected results:

• A few participating parents formed play groups from home, encouraging friendships to develop outside of school. They spoke with each other and approached us with their ideas.
• For our department's annual Spring Show, one group of parents performed on stage with their children. They rehearsed, assembled and designed costumes and props, and deepened the cooperative relationship between teacher and parent.
• The parents of our kindergartners persuaded us to have our first kindergarten graduation celebration.
• Every parent demonstrated the courage to teach at least one lesson. This activity led to better communication skills and heightened appreciation of the school program.

As this school year got underway, we extended the program to all our pre-primary classes, encouraging parents of our youngest children to visit the classroom at least once a month. The parents this past year spoke so highly of the experience that many more want the opportunity to become actively involved in their child's educational program and daily routine.

We have been pleased as well. Having regular visits from parents is difficult. But it has been rewarding and successful for all of us, teachers, parents, and, most importantly, our deaf students.