Surviving Resistance When You’re Seeking Collaboration Rebecca Bennett BCIU Autistic Support Teacher

Project Description This project began with the intention of developing strategies for a successful collaborative relationship with a regular education teacher. After meeting significant resistance with collaboration, the focus of the project changed. The end result was a project centered on strategies to support teachers who are faced with resistance and must continue to pursue this collaborative relationship in order to best support their students in the inclusive environment.

Why? After my first year of teaching I wanted an efficient way to keep track of: When students should go to the inclusive classroom for lessons Schedule changes (we were often left out by not being informed) What material would be covered so that I had time to make appropriate adaptations/accommodations Multiple grade levels/teachers But all in a way that would promote a positive, friendly relationship with my peers without too much work on either one of us!

Development Before the school year started: Contacted the building principal and secretary and asked to be added to the building email list so that I would be aware of any building activities, assemblies, etc. Contacted the building tech support and asked to be added to the grade level emails for each of the grade levels for which I had students this year. This way I was able to keep up to date with grade level activities without having to ask anyone to notify me or making a point to seek anyone out continuously. Contacted the building principal and asked for a regular education teacher to follow for any students attending inclusion.

Development Before the school year started (cont’d): Contacted the regular education teacher I was paired with to set up a time to meet and discuss inclusion: times, content and materials After meeting with regular education teacher and being told there was “just no room for your students,” – Contacted building principal to discuss Contacted regular education teacher once again and set up a preliminary schedule

Development During the school year: Trialed several types of communication: I sent regular weekly emails that were mostly never answered I created a weekly grid to send for the teacher to fill out and send back just briefly informing of which lesson/topic/worksheet she would be covering each day; I was told that was too much work I offered to meet once a week in person; I was told that was too inconvenient Involved the building principal once more when after many attempts I was not getting any communication about curriculum and activities

Development During the school year (cont’d): We finally established a functional plan: We set a day and time for the students to attend at the beginning of the week before lesson plans could get off track. I email at the end of the week to ask about what lesson plans she has made so that I can prepare for the coming week’s lesson. We communicate via email for any additional activities and changes.

Development During the school year (cont’d): In addition: I attend all monthly building staff meetings If possibly, I attend bimonthly grade level meetings I participate in as many building activities as possible to make myself a part of the community I receive communications about building and grade level activities through regular email blasts which keep me up to date with field trips, assemblies and other important activities

Evaluation Overall successful since communication was established. Also, students were able to regularly attend inclusion and have attended all grade level field trips. Unfortunately, the attitude towards inclusion has not changed in this one situation, but for that I have no control.

Expansion of Professional Learning Community Application to the learning community: Inclusion is a relevant topic to all of us and while I hope my colleagues are meeting success with their experiences, if anyone does meet some resistance along the way they can hopefully benefit from my experiences and apply what I have learned. If you also experience this type of resistance, remember to: Go to your building principal first. If you do not feel enough support, seek assistance from your BCIU supervisor. Be persistent until you find a workable solution.