Speak Out August 2020 1-18

modelling of language and symbols, than if the SP were to see the child for only an hour a week in a withdrawal type setting. It allows for increased repetition to aid learning and enables "therapy" to take place in everyday activities such as unpacking their bag, playing with their friends at playtime and mealtime. Case conferences are a structured way to help support a collaborative approach. These are weekly meetings between the therapists and teacher/s in each class. These meetings discuss a range of topics relevant to the class including moderating assessments together, discussing strategies for all staff to use with students and individual student goals and progress. Earlier in the year these meetings are centered around Tier 1 strategies within the Positive Behaviour Support model. Tier 1 strategies are explicitly discussed in case conferences and allows input from both teachers and therapists. For example, when discussing instructional language and providing clear expectations, the SP might suggest pairing the verbal instruction of ‘sit’ with the symbol to support a student’s understanding. It also allows the team to discuss what that student appears to be understanding in a real world context. By having therapists and teachers working alongside each other in classes, the strategies suggested in a case conference are more likely to be both relevant and realistic in terms of implementation. The ongoing evaluation of these after trialling in real world classroom situations contributes to greater effectiveness. Supportive structures such as time for case conferences, whole school processes, a commitment from leadership to recruit therapists, staff training and an expectation and willingness from staff to engage in collaboration are all an important part of supporting staff to effectively collaborate with others at BSDS. Over the years of working with staff new to this model, a lot of similar questions arise- especially for SPs who are often used to working in a more 1:1 clinical setting. This approach requires creativity, adaptability, flexibility and an ability to see others’ perspectives. The payoff in the long run though for teachers, therapists and most importantly students is significant.

Lucy Sutherland

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August 2020 | Speak Out