After the class discussion on inter-disciplinary teamwork, it seems as though there are many similarities between working with children with autism, selective mutism, and with traumatic brain injuries. The members of an interdisciplinary team are essential when providing adequate treatment and intervention services to the clients. As each group discussed their articles, it seemed as though the members of the interdisciplinary team were very similar. Most of the team members included family members, educators, SLP’s, classmates, 1 to 1 aid, and teacher’s assistant. I feel this list could go on forever. I believe family members are the most important in any intervention plan. Families provide support, and continuing help outside of the school, hospital and clinic. These families know the client best, and with or without the lack of support, can either have positive or detrimental affects on the client. With the right interdisciplinary team, the team members can do more good than harm. They each contribute their own ideas and skills from previous experiences. Team members work together to come up with a game plan and can individually work with the child to help improve the client’s communication skills.
I have noticed when working in my middle school as a teacher’s assistant, the amount of additional teachers in the room. When I was in middle school, the main education teacher was the only one present in the classroom. I remember one teacher who would come into my English class to help one or two students, but it was rare to see additional teachers. We didn’t even have an SLP in the school. Now when I go into work, there may be two assistants per classroom in addition to the teacher, and others coming in and out of the classrooms, pulling children out for either speech, or special education services. Now, the SLP has her own office at the school. From what I have seen, there is more involvement between the teachers and their students. This hopefully makes for a better learning environment and learning outcome for the students.
I commented on another blog how I was unaware of how much collaboration actually goes on in the school system. From your blog, I understand why I used to think this way. Reason being, which you are more than right, is that when we were in school, we were used to just seeing our regular education teacher. I remember having a resource teacher but my peers would just disappear for about 20 minutes, come back, and we all thought nothing of it. Observing in schools now, it is common nature to see an SLP, reading teacher, special education teacher, teacher aids etc. Again.. collaboration, collaboration, collaboration.
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