Module 4: Roles of Support Teams by

Module 4: Roles of Support Teams by https://padlet.com/rolesofsupportteams/tsydw8b6mwvt1bwz Explaining the role of teacher, EA, parent and student in support teams en-us 2022-07-19 04:18:46 UTC 2022-08-11 04:26:31 UTC hello@padlet.com Teacher Roles and Responsibilities rebeccablouin1 https://padlet.com/rolesofsupportteams/tsydw8b6mwvt1bwz/wish/2246359065

Designs, supervises, and assesses the educational program for the student (p. 9)

Teachers must consult with specialized personnel (or the student or parents) if it is necessary - for materials/strategies that best suit the student if specialized instruction is required (p. 9).

Teachers will work collaboratively with a specialist to make sure everyone is on the same page if specialized instruction is required (p. 9).

Teachers will need to work collaboratively with other teachers, at the middle school or secondary level, when there is more than one teacher per subject for the student (p. 10)

A study on a survey of teachers’ perceptions of the function and purpose of student support team found that:

The majority of teachers do not receive training to be on a school support team until they have been included in one. Teachers who first join a team and are being trained are the most likely to make mistakes (2006, p. 527-28).
Teachers found that parents needed to take more of an active role in learning the procedures of school support teams as they do not contribute as thoroughly as necessary on their child’s educational goals. However, this could be linked to ethnicity and socioeconomic status as parents who were less educated, and for who couldn’t attend meetings (due to them being within school hours), struggled the most to participate (2006, p. 528).
An issue of school support team meetings is that teachers are not compensated for them - they take unpaid time to fill out referrals, attend meetings, complete screenings. They are also not always covered when “needs arise” with support teams and may be unable to attend meetings due to regular classroom duties (2006, p. 528).

By Deanna Bravo

Reference
Government of British Columbia. (2016, April). Special education services: A manual of policies, procedures, and guidelines. https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/inclusive/special_ed_policy_manual.pdf
Lee-Tarver, A. (2006). A survey of teachers’ perceptions of the function and purpose of student support teams. Education (Chula Vista), 126 (3), 525-533.

]]> 2022-07-19 18:54:39 UTC https://padlet.com/rolesofsupportteams/tsydw8b6mwvt1bwz/wish/2246359065 Educational Assistant Role rebeccablouin1 https://padlet.com/rolesofsupportteams/tsydw8b6mwvt1bwz/wish/2246361443 From the Ministry of Education:

Works under the direction of the classroom teacher and is generally supervised by the teacher &/or principal (p.10)
Implement the programs designed by the teacher and collect data (p.10)
Support students in areas such as instructional programming, behavior management, and personal care (p.10)
May need specialized training from a healthcare worker to support student’s personal care (p.10)

From the Surrey School District:

Implement IEP by reinforcing lessons, supervising assessments, implementing behavior modification programs, preparing materials and equipment, etc.
Perform personal care tasks such as feeding, toileting, and administering medication
Maintain records
Assist in the design of the IEP
Make adaptations to classroom lessons, as directed by teacher
Assist students with communication and communication skills
Accompany students in the community to work experience, field trips, on transit, etc.
Operate specialized equipment such as augmentative and alternative communication devices, wheelchairs, and lifts
Maintain confidentiality
Implement physiotherapy exercises as directed by physiotherapist and occupational therapist
Participate in meetings with parents

By Adriana Beaton

References
Government of British Columbia. (2016, April). Special education services: A manual of policies, procedures, and guidelines. https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/inclusive/special_ed_policy_manual.pdf
Surrey Schools. (n.d.). Surrey Schools Careers - pages. Surrey Schools Careers - Education Assistant I. Retrieved July 18, 2022, from https://legacy.surreyschools.ca/careers/classspecifications/pages/ealeveli.aspx#:~:text=TYPICAL%20RESPONSIBILITIES&text=This%20assistance%20may%20include%20reinforcement,setting%20out%20materials%20and%20equipment.

]]> 2022-07-19 18:58:28 UTC https://padlet.com/rolesofsupportteams/tsydw8b6mwvt1bwz/wish/2246361443 Parent Roles and Responsibilities rebeccablouin1 https://padlet.com/rolesofsupportteams/tsydw8b6mwvt1bwz/wish/2246362311 Parents are defined by the BC’s Ministry of Education Special Education Manual (2016) as

“ a) the guardian of the person of the student or child;

b) the person legally entitled to custody of the student or child; or

c) the person who usually has the care and control of the student or child" (pg VI).

Parents are an important part of the support team as their active participation improves planning and service delivery and has positive effects on student academic achievement (2016) (Rispoli et al., 2019).

Roles

Parents have a variety of roles to play in supporting their child’s education

In general, parents should be working together with teachers and other support professionals (2016).
Parents are entitled to information about their child such as:
- Attendance (2016)
- Behavior (2016)
- Progress in school (2016)
- All records kept by the board pertaining to their child (2016)
- Annual reports outlining the effectiveness of programs in the school district (if requested) (2016)
Parents must be offered a consultation when:
- Developing their child's Individual Education Plan (2016)
- Determining placement of their child with special needs (2016)
Parents should always be informed about a referral to the school based team, even if they will not be attending the meeting.

School personnel should also provide parents with opportunities to share their knowledge and insight about their child's needs and strengths (Rispoli et al., 2019). Parents are frequently able to help support teams with brainstorming and problem solving (2019).

Responsibilities

Parents have important responsibilities to support their child’s education

Parents main responsibility is to support the education of their child (2016)
Parents are responsible for enrolling their child in an educational program once they are school age in:
- A school district (2016)
- An independent school (2016)
- A distributed learning school (2016)
- Home education (2016)
Parents must consult with school staff about a student’s educational program when requested by a teacher, administrator, or director of instruction (2016).

Additional Considerations

School support teams should involve parents in the planning, development, and implementation of educational programs for their children (2016).
Consultation with parents should be carried out in a timely and supportive manner (2016).
Parent’s input to a support team should be respected and acknowledged (2016).
Parent’s surveyed about their experience as part of the school team noted:
- A desire for collaboration with teachers when supporting their child’s education (Rispoli et al., 2019).
- A need for open communication and mutual understanding with educators (Rispoli et al., 2019).
- Dissatisfaction when their voices weren’t heard, their child’s need’s did not seem to be met, or the teachers were resistant to acknowledge the parent’s expertise regarding their child’s needs (Rispoli et al., 2019).
- More satisfaction with their child’s education when they were actively involved with educators (Rispoli et al., 2019).

By Megan Hedican

References
BC Ministry of Education. (2016, April). Special education policy manual - gov. Special Education Policy Manual . Retrieved July 1, 2022, from https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/inclusive/special_ed_policy_manual.pdf

Chilliwack School District Student Services Department . (2019, January). School Based Teams: Best Practices . Learning Services . Retrieved July 18, 2022, from https://learningservices.sd33.bc.ca/sites/learningservices.sd33.bc.ca/files/2019-03/School%20Based%20Teams%20-%20Best%20Practices.pdf

Rispoli, Lee, G. K., Nathanson, E. W., & Malcolm, A. L. (2019). The Parent Role in School-Based Teams for Adolescents With Autism Spectrum Disorder. School Psychology, 34(4), 458–467. https://doi.org/10.1037/spq0000289

]]> 2022-07-19 19:01:17 UTC https://padlet.com/rolesofsupportteams/tsydw8b6mwvt1bwz/wish/2246362311 Student Role rebeccablouin1 https://padlet.com/rolesofsupportteams/tsydw8b6mwvt1bwz/wish/2246365674 From the Ministry of Education:
Student role

Afforded opportunities to learn in environments that are safe and welcoming
Students with special needs should have their needs identified in a timely way, have these needs assessed in a comprehensive manner, and receive an appropriate response to those strengths and needs in the delivery of educational programs for them.
Where appropriate, students should be consulted on the development of the Individual Education Plan being created for them (IEP Order)

Student responsibility

If they can, students can contribute to the process of assessment and planning for their own educational programs, and provide an evaluation of the services available to them
Students have the responsibility to comply with the school rules authorized by the principal, and with the code of conduct or any other rules and policies established by the school board (School Act, section 6).

By Rebecca Blouin

Reference
BC Ministry of Education. (2016, April). Special education policy manual - gov. Special Education Policy Manual . Retrieved July 1, 2022, from https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/inclusive/special_ed_policy_manual.pdf

]]> 2022-07-19 19:10:59 UTC https://padlet.com/rolesofsupportteams/tsydw8b6mwvt1bwz/wish/2246365674