school training module fifteen working together as a team
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Regional Autism Advisory Council of
Southwest Ohio (RAAC-SWO)
RAAC Training Committee 2011
The Basics of Autism Spectrum Disorders
Training Series
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Training Series Modules
Module One: Autism Defined, Autism Prevalence and Primary Characteristics
Module Two: Physical Characteristics of Autism
Module Three: Cognition and Learning in Autism
Module Four: Getting the Student Ready to Learn
Module Five: Structuring the Classroom Environment
Module Six: Using Reinforcement in the Classroom
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Training Series Modules
Module Seven: Autism and Sensory Differences
Module Eight: Sensory in the Classroom
Module Nine: Communication and Autism
Module Ten: Communication in the Classroom
Module Eleven: Behavior Challenges and Autism
Module Twelve: Understanding Behavior in Students with Autism
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Training Series ModulesModule Thirteen: Social Skills in the School
Environment
Module Fourteen: Functional Behavior Assessment
Module Fifteen: Working Together as a Team
Module Sixteen: Autism and Leisure Skills to Teach
Module Seventeen: Special Issues of Adolescence
Module Eighteen: Safety and Autism
Module Nineteen: Special Issues: High School, Transition, and Job Readiness
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Training Series ModulesModule Twenty: Asperger Syndrome: Managing
and Organizing the Environment
Module Twenty-One: Asperger Syndrome: Addressing Social Skills
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Big Idea
In order to successfully teach and support students with specialized
learning needs, you must first have strong teams that work well together.
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Teams MembersParents
General Education Teacher
Child
Principal OT
School Psychologist
Paraprofessionals Speech Pathologist
PT Intervention Specialist
Bus Driver Consultants
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Team ModelsWithin schools, there are many different ways that teams look and ways that they work. These are called models. It is important to know how your school team works and how to work best within that team. All models have advantages. Some have some disadvantages. Here are three models that are often seen:
Multidisciplinary
Interdisciplinary
Transdisciplinary
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Multidisciplinary ModelIndividual specialist works with child, no interaction with other team members.
OT Educator SLP PT
Student
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Multidisciplinary Team Model
ADVANTAGES DISADVANTAGES
Frequently follows a medical, pull out model.
Assessment done in isolation and may not be reflective of student in the classroom. Therapy is direct but often isolated.
Professionals come together for student planning, but not with great frequency.
Professionals work independently but with limited time to share information.
Focus is on individual discipline’s assessment and intervention.
Decisions are usually not made through consensus by team members.
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Interdisciplinary ModelIndividual specialist works with child, interaction occurs at meetings, but not in delivery of service.
OT Educator SLP PT
Meet
Student
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Interdisciplinary Team Model
ADVANTAGES DISADVANTAGES
Teacher acts as case manager. There is one central point person.
Therapy is direct but often isolated of student in the classroom environment. May receive limited service due to limited therapy time.
Team members gather for planned meetings and work is to reach consensus on decisions. Individual expertise is recognized.
Decisions are driven by orientation of each individual discipline.
Focus is on team identity. Members work independently on assessment and intervention but collaborate and share information.
May perpetuate the idea that student with disability attends school for therapy rather than educational services.
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Transdisciplinary ModelEach specialist interacts with other specialists to provide services. Some are consultants, others are direct services.
Student
OT Family
PT Paraeducator
SLP Educator
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Transdisciplinary Team Model
ADVANTAGES DISADVANTAGES
Each specialist interacts with other specialists to provide services; some are consultants and others are direct services.
Specialists must have leadership support to practice this model.
Regular meetings are scheduled to discuss goals; family is key member of this team.
Time for meetings.
Through the continuous sharing of information and training between team, members gain in all areas of practice and expertise.
All team members must have commitment to this model of practice, including willingness to deliver cross-categorical services.
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The IEP* Team(*Individualized Education Plan)
The IEP Team plans and gives oversight to the educational planning for students who qualify for special education services.
Eligibility for special education services is guided by federal law – IDEIA.
This law also determines how services are provided and who can provide these services.
IDEIA also describes who participates in the student’s planning.
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IEP Team Membership The parents of the child.
At least one general education teacher of the student, if the child is, or may be, participating in the general education classroom.
At least one special education teacher of the student, or, if appropriate, at least one special education provider of the child. (This could be a para-professional.)
A representative of the school district.
School related service professionals providing services.
A person who has knowledge of assessment results, often a school psychologist.
The student, if appropriate, especially age 14 and older.
A parent advocate, when invited by the family.
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Team CommunicationMake sure that you are clear about your role
with the student in all school environments.
Actively work with your teacher – ask questions, and understand the terms that he/she uses.
Communicate clearly and often with your supervising teacher. Share ideas and perspectives.
Ask for assistance when in doubt about a task.
Think about your talents and interests – share them with the team and offer ideas about how they can be utilized in the classroom.
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Role of the Paraprofessional in the
ClassroomParaprofessionals, or educational assistants are
important members of the education team.
When assigned to a teacher or a classroom (special or general education) to assist students with special needs, it is crucial that paraprofessionals are viewed as support for all students, not just one student.
This allows the teacher to take ownership and responsibility for every student in the class.
It also allows all students in the classroom to receive extra instruction and support.
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Paraprofessional Roles in the Classroom
Lead small group instruction designed by the teacher
Gather materials.
Take data, as described by the school team
Provide assistance for personal care and other physical needs.
Assist students to complete directions by the teacher.
Facilitate interactions between students.
Adapt lessons under the teacher’s guidance.
Perform other tasks in the classroom that promotes instructional or social goals.
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Roles that Paraprofessionals Cannot
DoWrite programs without supervision of certified
personnel.
Create new, alternative instruction without direction from the teacher or other certified personnel.
Take complete responsibility for any student.
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Big Idea
Research tells us that “one on one support” for a student does not promote long-term success
for student learning and independence.
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One on One Student Support
When supporting a student in the classroom, it is important for the paraprofessional to ask the
following questions while assisting the student:
“Is this something a classmate, buddy, or peer tutor could be doing rather than me? Can this
student be successful with less assistance overall?”
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Big Idea
The ultimate goal of the paraprofessional is to put
themselves out of a job with that student.
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Ethical Considerations1. Always use person first language. (i.e. Johnny is a student with
autism not an autistic student.)
2. Never refer to the student by his special education label (i.e. You know, Johnny is autistic.)
3. Practice confidentiality, in all environments – do not discuss child with anyone, other than supervising teacher ,and do not speak of a student in the presence of that student or other students.
4. Respect the dignity and self-worth of all students.
5. Speak up when you think a student’s rights are being violated.
6. Only communicate progress or concerns to parents with the permission of the teacher/team.
7. Be an adult role model for your students at all times.