Build and maintain rapport with families: Teachers should develop positive relationships with families based on mutual trust, acceptance, and respect. To build rapport, teachers must begin with a sincere interest in getting to know the children and their families. This requires the teacher to know what language or languages are spoken at home and to do his or her best to share information in that language (e.g., important notices from school, daily child updates). Teachers can get to know the families by talking to them at drop-off and pick-up times or on the phone, and when feasible by visiting the families in their homes. Understanding a few key words and phrases in the home language can go a long way in signaling a teacher’s respect and interest. When teachers are required to communicate more than basic information, interpreters can prove indispensable. Teachers should understand that there are often stressors associated with being the family of a young child with a disability (e.g., financial, emotional, medical). Teachers should be non-judgmental in understanding the issues the families are facing, how they affect the child, and how the teacher can use this information to support them.