Inclusion

What is it?

What does it mean to you?

What is your philosophy?

CHAPTER 1

Designing Collaborative Educational Services

Collaboration

Diverse skills and knowledgeShared visionShared goalsWorking together- physical, medical,

educational, and social/emotional

Collaborative Approach

Services are coordinatedMembers share a frameworkGoals belong to the studentCoordinated, comprehensive approach

Variety of Disciplines

Special educationGeneral educationNursingSocial workOccupation therapyPhysical therapySpeech-language therapyNutritionRehabilitation engineering (assistive technology)Respiratory therapy

Related Services

Defined by IDEA Transportation Speech language Audiology services Counseling services Social work Medical services

Function of Related Service Providers

Develop adaptations and/or equipmentProvide information and skills to other team

membersServe as a resource and/or support to familyApply discipline-specific methods/ techniques

for positive participation

Team Members

Must have at IEP meeting with signature Student (if 14 yrs or older) Parent Special education teacher General education teacher LEA (Local Education Agency)

Additional members There are many: OT, PT, Nurse, TVI, etc

• Will be discussed in future slides

Student

Most important- CORE of the teamTheir goals!!Self advocacy

Choice and control over decisions

Family Member or Legal Guardian

A MUSTSigns off on NOREP (Notice of Recommended

Educational Placement)Agrees to the implementation of services

Special Educator

Development and implementation of IEPProvides direct instructionShares expertise and skills with student’s

peers and othersLiaison between parent and school personnelSupervisor of paraprofessionalMember and coordinator of teamADVOCATE for student

General Educator

Contribute expertise about general education curriculum and standards

Shares responsibility for designing and/or delivering general education components

Required to be at the IEP meeting Discuss access to and participation in the general

education curriculum

Paraprofessional

Support student behavior Personal care

Support teacher collecting data Reinforcing instruction

PT, OT, SLP

Physical Therapist Gross motor skills

Handling, positioning, range of motion, muscle strength and endurance

Occupational Therapist Development and maintenance in functional skills

Fine motor skills, range of motion, posture, oral motor skills

Speech-Language Pathologist Receptive and expressive, articulation and fluency, voice

quality, augmentative and alternative communication (AAC)

Assistive Technology Specialist

High and low tech devices and adaptations computers, Ipad, Itouch Communication boards Slant boards Pencil grips

Others

Audiologist Alternative assessment techniques and equipment

(aids, FM devices)

School Nurse Administration of medication Health related issues (feeding tubes, catheterization)

Nutritionist and DietitianPhysician

Total health and well being

School Psychologist and Social Worker

School Psychologist Social-emotional issues Evaluations Behavioral and environmental analysis

Social Worker Access to community and other services and resources Advocating for student and family Liaison- school, family and community

Administrator

Local Education Agency (LEA) Compliance with local, state, and federal

requirements Placement, transition, curriculum development,

transportation, related services Able to speak about how $, programs and resources

are used MUST BE AT MEETING

Visual Impairments

TVI- Teacher of Students with Visual Impairments Direct instruction Adaptations and accommodations in content areas Support with living skills- independence Resource for others

Certified orientation and mobility specialist (COMS) How to maneuver safely and efficiently in the

environment

Multidisciplinary Model

For short term challengesWork with child individuallyAssessments, interventions- isolationConflict and inconsistent implementation

Interdisciplinary Team Model

Supports sharing informationAssessments are not in natural environmentIsolated skillsCannot collaborateLimited time for direct servicesLimited resources (group delivery)

Transdisciplinary Team Model

Indirect model of services Sharing and exchanging roles and responsibilities Few people provide direct services; others are

supports for them

Separate goals Various providers address goals separately

Collaborative Approach Applied to Education

Individuals bringing own perspectivesMultidirectional and dynamicShared understanding of each others

expertiseCollaborative evaluation, planning and

implementationAssessment, development of goals,

interventions and evaluation based on student valued life outcomes

Goals and Objectives

In student’s IEPDictate supportsAccommodationsInstructional materials and strategiesFuture Planning Strategies (will be discussed

in further detail later)

Challenges to Collaborative Model

Philosophical and professional challenges Medical model vs. education model Knowing each others disciplines and jargon Deciding who should provide what services

Challenges cont…

Personal and Interpersonal Challenges Skills under scrutiny Building trust Lack of clear responsibilities among team Takes time and effort with support from others

Challenges cont…

Logistical dynamic and ever changing Communicate on the “fly” Need time

Components of Collaborative Teaming

Appropriate Team Membership Core, extended and situation level

Shared Framework of Assumptions, Beliefs, and Values

Distribution and Parity of Functions and Resources

Processes of Working Together Face to face, positive interdependence, interpersonal

skills, accountability

Shared Student Goals Agreed to by the Team

Conclusion

Services are highly connected and coordinated

Based on shared vision, framework and strategies

Open minds, flexibility, willingness to learn and ability to face challenges