Working within a team

Working within a team - AA20

Case study
Ms Agius, a primary school teacher and Ms Mercieca, an LSA, have worked together as a team for two years, making great efforts to implement the inclusion policy (or inclusive practices) for the diverse group of students in class. Things have gone well over these two years and they strive to make improvements every year. This year, they decided to focus on the family involvement. Since many families in the past did not know much about inclusion and their class programme, Ms Agius and Ms Mercieca decided to hold a meeting with all the parents / guardians of their students to provide further information.
There was a good turnout of family members. Ms Agius and Ms Mercieca asked all in attendance to introduce themselves and then started talking about their class programme. They explained the concept of inclusion and the philosophy and goals of the programme, the day’s schedule, communications with families and various other aspects of the programme. Ms Mercieca explained her responsibilities in class, highlighting the fact that all the students could ask for her support. Both Ms Agius and Ms Mercieca explained in a language that families in attendance to the meeting could understand. They cited examples of how their students are expected to develop academically and socially. Even more, they invited a family member of a former student from the previous year to speak about the program and its impact on their child. Next, the teacher and LSA solicited questions from the family members like:
“Does the class have computers?”;
“How does the teacher – LSA team work?”;
“Who is the ‘real’ teacher?”; and
“Who is in charge of behaviour issues?”
Ms Agius and Ms Mercieca explained that the responsibility of teaching is in Ms Agius’ hands, whilst
Ms Mercieca supports the two students with a shared statement of support and the rest of the students as necessary. Ms Mercieca explained that she assists the teacher in the preparation of resources and handson activities. Behaviour issues will be tackled by Ms Agius and Ms Mercieca collaboratively.
They concluded the meeting by thanking the families for attending and participating and invited them to stay in touch should further clarifications be required. To provide the families with additional information about inclusion, they gave family members a handout (in Maltese and English) that included details on inclusion and other relevant websites that offered information and activities (different levels) that they could use to support their child’s learning.
At the end of the meeting, Ms Agius and Ms Mercieca also asked the family members to complete a survey on the rate of their satisfaction with the content, activities, organisation and scheduling of the meeting and to identify the issues they would like to be addressed in future meetings. Several family members indicated that they would like to learn more on how they could support their children and on updates on inclusive practices. Several also suggested that the school website can be used for such purposes.
Following the meeting, Ms Agius and Ms Mercieca met to discuss the questions and suggestions put forward by the parents. They talked about how it went, what was successful and what they would do differently. They also reviewed the feedback from the family members and started to plan for the next meeting. Evaluate the above case study, keeping in mind:
 the factors that made this meeting successful;
 who are the members of the comprehensive planning team and how can they work collaboratively?;  the strategies which professionals and families could employ to collaborate and communicate in order to help students learn better and develop the support of their children’s families for inclusion; and  how can the LSA, foster communication and collaboration with families?

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Working within a team - AA20

Introduction:
Communication between school and home is very important, for a child to success in school especially were inclusive education is in practise. When the school staff respect parents and gives them information openly and frequently, parents are more likely to trust and support the school in their child’s learning. (Wood C. & Freeman-Loftis B.,2011),.
Inclusion:
The inclusive education is “The practice of providing a child with disabilities with his or her education within the general education classroom, with the supports and accommodation needed by the student. This inclusion typically takes place at the student's neighbourhood school.” National Information
Centre for Children and Youth with Disabilities (as cited in Power-deFur & Orelove,1997, Pg3)
Factors that made the meeting successful:
The teacher and LSA worked together as a team for two years. They wanted to focus on the importance of family involvement. This experience helped them to clearly view, what they wanted to improve. They had good teamwork, preparation planning; well organized and set reachable meeting goals.
They also had a good idea, in inviting a family member of a former student to give his opinion on how the program effected his child. This would not be clearly evident if, the teacher and the LSA had never worked together before. Or if the teacher and the LSA were not in a good relationship.
The meeting was held in a language that all Parents/ guardians could understand. The parents were also given the opportunity to ask their questions and suggest on what can be done to improve their children's education. Moreover the handouts presented to the parents were easily readable in Maltese and
English. These handouts included details on inclusion and relevant websites that offered information on how parents could support their children in learning.
The teacher and LSA explained clearly their roles in the classroom. With this explanation the parents had a clear picture on what was going to happen at school. They also gave an impression that they both care, on what the parents had to say, by giving out questionnaires. In that way parents felt welcomed and part of the team.
Another important factor is that after the meeting Ms Agius and Ms Mercieca evaluated clearly the

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Working within a team - AA20 results of the questionnaires and planned on the next meeting. Showing clearly that they both were enthusiastic in supporting the students and their families.
Points to improve the outcome of the meeting.
“Send home personal invitations to the conferences and ask parents to RSVP by a specific date.
Telephone parents who do not respond and encourage them to attend. Send home reminders one week before the conferences. Contact parents who do not show up and try to reschedule” Starr L.(2002)
It could have been a good idea to send a letter to the parents. Notifing them about the date of the meeting. Preferable done in the evening, some parents work and therefore they need to take the day off.
They could have offered time slots to all parents for further discussion. By introducing an attendance sheet they could have known who's parents did not attended. Therefore they could have sent them another letter, asking them whether they wanted to fix an appointment. In that way all parents would feel more acknowledged. The comprehensive planning team and how can they work collaboratively?
“You cannot be an expert in every areas but you can be a good net worker.” (Bruce, Meggitt &
Grenir 2010). To achieve an inclusive education at school, one should have good collaboration. According to
Kirt et al (2012) children with special needs requires the knowledge and skills of a large team of disciplines who help in producing an individual comprehensive plan for each child. Some of which are medical specialists like paediatrician, geneticist, orthopaedics, neurologists. Others like sociologists, psychologists, social workers, language therapists, occupational therapists, educators, and others who have helpful knowledge and skills.
It is difficult to bring all the relevant personnel in one room frequently enough to give their feedback on the student. This because they all work in different buildings and departments. Therefore the
Specialists can communicate with each other by giving feedback on short-term and long-term goals, observations and evaluations through email, phone or even mail. The educators, LSA, INCO, and SMT are the people who can keep a close relationship with the parents. Giving feedback on the development of the child. As mentioned in the case study. To reach the child's learning goals it is very important to have a very good collaboration between the teacher with the LSA and the LSA with the parent. The teacher should give the LSA the Schemes of work for each topic and the weekly schedule. The schemes of work should include a

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Working within a team - AA20 well balanced scholastic programme for all the subjects. It should be based on the scholastic curriculum.
While weekly schedules hold a detailed list of exercises and topics on what the lessons are is going to be in the following week .
Turnbull et al (2002) states that for collaboration to work, these roles must come together in a synergistic process that includes everyone's energy, creativity and competence. They also refer to leading experts in building collaboration. Who found out that the following five elements are crucial in creating a collaborative process:
 Face-to-face meetings on a frequently bases among team members.
 A mutual energetic feeling: “we are all in this together.”
 A focus on the development of small-group interpersonal skills in trust building communication, creative problem solving, decision making, leadership and conflict management.
 Regular assessment and discussion of the team's functioning in the setting of the goals for improving relationships and more effectively accomplishing tasks.
 Methods for holding one another accountable for agreed-on responsibilities and commitments.
Strategies which professionals and families could employ to collaborate and communicate in order to help students learn better.
According to Ms. Ghirxi J (2014) power points the following strategies help professionals collaborate effectively with parents in order to reach the students needs and build positive relationships with parents :
 Home - school communication. Resources done at school can be given at home.
 Parents day/evening: Keeping good communication with parents at home. Inviting them for an open day, showing them what their child is doing at school.

 The IEP outlines: Set out SMART targets, the child's strengths, weaknesses and needs (long-term and short-term goals), how the school can adept for these needs, what can be continued at home, notification of supporting team, monitoring child's progress and the IEP review date. (Bruce,
Meggitt & Grenir 2010)

 Map : a framework that represents the factors leading educational performance and provides ideas on what we can all do to help students and schools succeed.
 Parents education: Conducting meetings in which we teach parents new methods used in the curriculum, eg: maths.
Wood C. & Freeman-Loftis B.,(2011), state that it’s impossible to ignore the importance of listening to parents. When school can only get important information on the student, from the parents themselves.

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Working within a team - AA20
All of this contributes towards a successful school-home collaboration on discipline issues and other matter.

How can a LSA, foster communication and collaboration with families?
Holding a meeting early in the year helps establish good communication and trust. It is important to keep the 4 A's in mind when conducting a meeting:

 “Approach: The framework for interaction with parents.
 Attitudes: The values and perceptions held about LSA-parent relationships
 Atmosphere: The climate for LSA-parent interactions.
 Actions: Strategies for building & shared responsibility for students’ progress and success” (Ms.
Ghirxi J. 2014)
Starr L.(2002) affirm that the atmosphere should be comfortable and private physical environment, preferable were children's work can be easily seen.
The goal of these strategies, should help the LSA build a positive relationship with the parents. LSA should use this time to gather information that could help in teaching the student well. She might ask the parents to share some feedback on the student. What are their hopes for their child's year and insights of how their child learns best.
Many special needs students are unable to accurately recall or even may not have sufficient verbal skills to be able to tell their parents what happened at school. The communication book provides a valuable tool for exchange of information, and is also an informal way to build a stronger relationship between the family and the staff who see the child at school. It is important to use the cookie technique: first you say about the child's strengths, then you deal with the issue and finally greet the child's improvement.
Whenever the LSA meets with the parents, she has to listen more than she talks. The communication book gives parents a low-pressure way to communicate their ideas and concerns.
According to Coleman 1998 (as stated in Amanda Gray 2010) Regular feedback helps the teacher and LSA become aware of issues before they escalate. Example the parents notice a new different behaviour in the child. This could be that the child is being bulled at school. By passing on this information, the teacher and LSA would observe the child closely and see what is happening.

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Working within a team - AA20

Conclusion
The meeting was successful because the teacher and LSA worked on the above attitudes. On what they were previously though throughout there studies. They kept in mind that as professional they had to be aware that some families may be passing through different stages of grief. Therefore they had to be honest, show genuine care and compassion. In future, they mostly should point out to parents the positive effects of raising their child. That even though he/she is facing difficulties, the child is making lots of progress. Even though there might be challenges, they should continue towards a good collaboration for the student's sake.

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Working within a team - AA20

Referencing:

 Bruce, T., Megitt C., & Grenier, J., (2010) Child care& Education (5th edition), Hachette U.K. Company,
338 Euston Road, London NWI3BH.

 Gray A. (2010), Home-school communication that works. Retrieved on 17/05/2014 from http://learn2bebuddies.blogspot.com/2010/02/home-school-communication- that-works.html

 Kirt S., GallagheR J., Coleman M.R. & Anastasiow N.J. (2012) Educating Exceptional Children,(13th
Edition), Wadsworth, 20Davis Drive, Belmont CA94002-3098, U.S.A.

 Ms. Ghirxi J. Lecture powerpoints: Working in a Team (2014)
 Power-deFur L.A. & Orelove F.P., (1997) Inclusive Education: Practical Implementation of the Least
Restrictive Environment, Aspen publishers, Inc, Permissions Department,200Orchad Ridge Drive,
Suite 200, Gaithersburg, Maryland, 20878.

 Starr L.(2002) Meeting With the Parents -- Making the Most of Parent-Teacher Conferences.
Education world - connecting educators to what works. Retrieved on 24/05/2014 from http://www.educationworld.com/a_curr/curr291.shtml  Turnbull R., Turnbull A., Shank M., Smith S., & Leal D., (2002) Exceptional lives: Special education in
Today's schools, 3rd Edition, Merill Prentice Hall, Upper Saddle River, New Jersey, Columbus, Ohio.

 Wood C. & Freeman-Loftis B.,(2011), School-Home Communication Strategies. Risposive classroomEducators creating safe, challenging, and joyful elementary schools . Retrieved on 20/02/2014 from http://www.responsiveclassroom.org/article/school-home-communication-strategies. Graziella Chetcuti 383487 M

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