Working Together as a Team

Regional Autism Advisory Council of

Southwest Ohio (RAAC-SWO)

RAAC Training Committee 2011

The Basics of Autism Spectrum Disorders

Training Series

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

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

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

Training Series ModulesModule Twenty: Asperger Syndrome: Managing

and Organizing the Environment

Module Twenty-One: Asperger Syndrome: Addressing Social Skills

Big Idea

In order to successfully teach and support students with specialized

learning needs, you must first have strong teams that work well together.

Teams MembersParents

General Education Teacher

Child

Principal OT

School Psychologist

Paraprofessionals Speech Pathologist

PT Intervention Specialist

Bus Driver Consultants

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

Multidisciplinary ModelIndividual specialist works with child, no interaction with other team members.

OT Educator SLP PT

Student

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.

Interdisciplinary ModelIndividual specialist works with child, interaction occurs at meetings, but not in delivery of service.

OT Educator SLP PT

Meet

Student

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.

Transdisciplinary ModelEach specialist interacts with other specialists to provide services. Some are consultants, others are direct services.

Student

OT Family

PT Paraeducator

SLP Educator

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.

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.

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.

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.

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.

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.

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.

Big Idea

Research tells us that “one on one support” for a student does not promote long-term success

for student learning and independence.

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?”

Big Idea

The ultimate goal of the paraprofessional is to put

themselves out of a job with that student.

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.