Parent teacher communication
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Research suggests that parental involvement in the educational system fosters intellectual and emotional growth in children. Parents, however, often feel threatened by the educational system; consequently, they do not play an active role in their child's educational experience. Because research suggests that it is in the best interests of the child for parents to playa more active role, teachers need to assume the responsibility of creating a learning environment that welcomes parental involvement. On-going parent/teacher communication becomes essential to this process. Based on observations of special education classes, surveys, and informal interviewing of both teachers and parents of children with disabilities, the manual serves as a tool for fostering positive teacher/parent relations. The paper serves as further justification for the necessity of positive communication between parents and teachers.