N early every major report on schooling has recognized the importance of parents in regards to their child's learning abilities, and the need for effective communication between parents and teachers (e.g., Ysseldyke, Algozzine, & Thurlow, 1992). Two reasons help to explain why, now more than ever, classroom teachers must implement effective methods of communication. First, students with special needs-students whose ultimate success may rest upon the additional support they receive at home-are receiving more of their instruction in regular classrooms. Second, parents raising their families under challenging social and economic conditions need teachers to assist them with their educational responsibilities at home.What methods of communication are considered most effective? When Cattermole and Robinson (1985) asked parents to rank 20 methods they commonly use to communicate with schools, the authors found that two methods greatly outranked the remaining choices: direct approach by phone or in person, and parent/teacher confer-
INTERVENTION IN SCHOOL AND CLINICence. These researchers concluded that parents prefer interactions with the school that are direct and personal. In the same study, parents also expressed a desire to be kept informed of schoolrelated matters. Turnbull and Turnbull (1990) stressed the importance of using methods of communication that provide opportunities for parents and teachers to exchange information, allowing parents to actively participate in their child's education.In considering ways of communicating that are direct, personal, informative, and interactive, classroom teachers also should consider methods that address the needs of all students, including those children with special needs. Five methods of communication that are very effective in meeting the needs of both parents and teachers are (a) the weekly folder, (b) the informative notice, (c) weekly visits by parents, (d) the daily note, and (e) afterschool assistance. These methods are meant to supplement rather than replace traditional techniques such as report cards, parent-teacher conferences, school newsletters, and notes/ phone calls.
Practical Interventions The Weekly FelderFor effective communication to occur between teachers and parents, input from both is essential (Green, 1988). Parents need a method of communication that regularly provides them with information regarding homework, classwork, and classroom behavior (Cronin, Slade, Bechtel, & Anderson, 1992). The weekly folder meets these needs and presents students' work to parents in an organized manner.The weekly folder is a manilla filing folder with a special sheet of paper stapled inside (see Figure 1). This sheet contains areas where messages are written by teachers and adjacent areas where parents may write any messages and then sign it. The weekly folder is easy to prepare and lasts for the entire year. About 5 to 6 weeks worth of messages can be included per sheet. New sheets can be stapled on top of old ones.
