Collaboration Models as the ‘Answer’ to Inclusion
Teacher Attitude Barriers Teacher attitudes related to the outcomes of consultation: The child needs fixing The child needs fixing It is wrong to express negative feelings It is wrong to express negative feelings Children must not be frustrated Children must not be frustrated Children “should-ought’ to behave in certain ways Children “should-ought’ to behave in certain ways Children are blameworthy for their misdeeds Children are blameworthy for their misdeeds The child ‘makes me’ feel that way The child ‘makes me’ feel that way
Teacher Stress and Burnout Lack of role clarity: teacher role perceptions vs expectations of others Lack of reinforcement and recognition Heavy work load without much decision- making authority Impact of negative student behavior
Inclusive Schools Integrate students with special needs into their home schools with grade peers whether or not they can meet traditional standards. Special services are brought to the students instead of having students removed, or ‘pulled-out,’ to go to special services.
Problems with inclusion Not perceived positively by all educators Students with high ability do not receive instruction that is appropriately intensive enough for then needs Inclusion reduces placement options to just one Children are “dumped wholesale” into classrooms, with budget cuts- no time for planning or collaboration
Value of Models is to? identify tasks and prioritize issues generate ideas, understand varied perspectives & share information & share information give/receive support resolve conflicts & solve problems expand connections and resources expand connections and resources
Triadic model Includes three roles: consultant, consultee, client Services are not offered directly, but through an intermediary
Characteristics of Indirect Service Models Consultant and consultee are equal partners with diverse expertise Negotiate status of the consultant/consultee relationship Consultee’s right to reject suggestions Confidentiality
Vermont Consulting Teacher Program Model Adaptation of triadic model Four phases after student referral: 1. Entry level data collection and diagnosis 2. Specification of instructional objectives 3. Development and implementation of plan 4. Evaluation and follow-through
Resource/Consulting Teacher Program Model The resource/consulting teacher provides: 1.direct services to students through tutorials or small group instruction and 2.indirect service to students through consultation with classroom teachers
School Consultation Committee Model A trained multidisciplinary committee meets frequently as needed in order to: 1.screen referrals, 2.assess problems, 3.develop plans, and 4.evaluate the results of those plans.
Collaboration takes longer, takes longer, …. for a while. …. for a while.