Establishing Healthy Relationships With Graduate School Faculty

Students who are enrolling in a Master's degree program are in for a much different experience than they had in college. Many Master's degree programs are more independently driven, with greater emphasis on individual goals. This means more drive from you, but it also means that often you must actively solicit support from your professors. Building good faculty relationships is key to your success in a graduate degree program. Of course, you must be careful not to overstep your boundaries as a student. Some guidelines can help you to make the most of your interactions with faculty during your program.

For many students, a Master's degree program is an opportunity to find a faculty mentor or advisor. A faculty member who takes an interest in your success can help and advise you in your future plans. He or she can help guide your research and serve as an advisor when you craft your thesis. The value of good student-faculty relationships in a graduate degree program should not be underestimated.

Of course, there are some protocols you must observe. For example, respecting the privacy of your professors is key to establishing a good relationship. Your professors are likely more than willing to spend time addressing your questions and concerns if you respect their office hours or schedule an appointment in advance.

Your professors have families and responsibilities as well. Frequently calling or emailing your professors after hours is inconsiderate, unless you have been given express permission to do so. If possible, restrict your emails and calls to normal working hours. Try not to call or email with questions or concerns over the weekend, as this is their time to get caught up on home and family responsibilities.

Social networking with your professors should be handled with care. It is possible that your professors do not want to establish online relationships with current students, as they may reserve social networking sites for communicating with friends and family. If you invite a professor to be your Facebook friend, for example, and he or she declines your request, do not be offended. It may simply be his or her personal policy for compartmentalizing work life and personal life.

If you do interact with your professors socially on sites such as Facebook, be respectful. Even if you have a great relationship with a professor, it is likely that he or she expects to be treated differently from a close friend. Do not post anything that will harm your professor's opinion of you. For example, excessive profanity or inappropriate subject matter in comments, photos, or videos are likely not a good choice for sharing on a social networking page that your professors can view.

Finally, never attempt to flatter your professor or behave obsequiously. Most professors see through such behavior and do not reward attempts to curry favor. Gifts are generally inappropriate, especially gifts of monetary value. If you would like to show appreciation for your professor during a special occasion, a homemade edible item, a card, or a group gift given by your department is a better idea.

Special Education Instruction

Advocating at school on behalf of children with autism can be so frustrating that it's like hitting your head against a brick wall. In fact, it's a glimpse into what it must be like to have autism...you know what you want to communicate, but you just can't seem to get your message through to the people who need to hear it. It is no wonder that people with autism often hit their heads against brick walls or with their fists out of sheer frustration, since one of their main difficulties is their communication skills.

Advocating is all about communicating for others who can't communicate their needs for themselves. Much of your frustration as an advocate can be alleviated if you gain the skills and the knowledge to be an effective advocate.

Knowledge is Power

First, advocates/parents need to be knowledgeable about the child's disability and how it affects their learning and well-being while they are at school. Since no child with autism is just like another child with autism, parents need to educate the school staff about the specifics of their child's autism.

For example, some children with autism seek out loud noises, while others are unable to tolerate loud noises. Some children may like specific types of noises like music or the sound of the toilet flushing, but can't tolerate loud noises like alarm bells or blenders. If the school staff are told facts like these about the child, they can put accommodations in place to prevent triggers that may cause a meltdown, or they can use sounds that the child likes as a reward for good work. This is just one example of how seemingly insignificant information can make a huge difference for a child with autism while he/she is at school.

Second, advocates need to be knowledgeable about the Education Act, especially the regulations which mandate the provision of special education programs and services. They should learn about their school district's Special Education Plan. They should also educate themselves on what the Human Rights Code has to say about the Duty to Accommodate students with disabilities.

And third, advocates need to learn how to advocate effectively. Verbal and written communication skills, negotiation skills, and documentation skills all come into play.

Prepare a Plan for Advocating

Write a vision statement - describe how you would like to see your child in the future...be realistic: "My child will be a contributing member of society, working and raising a family." or "My child will be living in a community group home where he will be happy and healthy and have the ability to participate in a variety of activities." Always remember that it's all about your child and his/her future. Put aside any personality conflicts that you might encounter along the advocacy journey and stay focused on the needs of your child.

Write a mission statement- your emotional commitment: "My mission is to obtain a good quality education for my child so that he will have a good life. I will master the information and skills required to be an effective advocate." Advocating for your child will be an emotional roller coaster. Sometimes you will feel as if you are making headway, and other times you will feel as if all your efforts are in vain. It is important to stay on course and stay focused.

Set goals for yourself as an advocate - set timelines for yourself to improve your knowledge in the various areas listed above, but don't become so consumed in advocating that you forget to live your life. Maintain a balance.

Prepare a Statement of Needs - write down everything you know about your child. Think about his/her likes, dislikes, strengths, interests, sensory issues, food issues, safety issues, social skills, communications skills, inappropriate behaviour, self-help skills, what causes melt downs, what motivates him/her, etc. This document will be shared with the school and updated by you every year.