¶ … Establishing Consultation and Collaboration in a School
Calgary Public School Board has hired a resource teacher for an elementary/junior high school, which has 16 teachers and 325 students i.e. 150 and 175 students at elementary and junior high levels respectively. The school principal has indicated his desire to create some form of consultation and collaboration in the school. While the school has in the past referred students with special needs to special education placements in other schools, those with learning and behavioral difficulties have been removed from the resource room because they could not be placed in a district program. The former resource teacher did not work in collaboration with other teachers and stakeholders. As the new resource teacher, it's important to establish suitable measures for consultation and collaboration to help address the needs of special education students. Such a platform will help in dealing with the different cases in the school including the case of William, a thirteen-year-old Grade 7 boy suffering from attention deficit disorder and undiagnosed learning difficulties as well as Janna, an eight-year Grade 3 girl with behavioral problems and learning difficulties.
Models of Consultation and Collaboration
Consultation and collaboration are important components in the educational setting, especially one that includes students with special needs. For this elementary/junior high school, consultation and collaboration are crucial towards ensuring teamwork among teachers in order to effectively deal with learning and behavioral difficulties experienced by some students, particularly those with special needs. As the resource teacher in this school, I will address this issue through identifying a suitable model of consultation and collaboration. The model I will utilize in this school is the resource/consulting teacher program model (R/CT), which has been replicated in rural and large urban schools since it was implemented at the University of Illinois (Dettmer, Thurston, Dyck, 2005).
Through this model, the resource/consulting teacher provides direct and indirect service to students through the numerous opportunities it provides for enhanced interactions between teachers, parents, and students. Direct service is provided using tutorials and small-group instruction whereas indirect service is offered through consultation with classroom teachers during schooling hours. This model will be utilized because it provides a platform for key stakeholders (teachers, parents and students) to interact towards meeting students' needs. Additionally, it provides a mechanism for students in special education programs to be served alongside those in general classrooms as well as ensures that students are helped in the resource room and regular classroom setting. In some cases, the...
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