With parents at the table: creating supports for children with disabilities in general education classrooms

Abstract

The focus of this study was a parent-teacher collaborative teaming model in which knowledge and practice of designing and implementing supports was based on a dynamic and creative interaction of people committed to the inclusion of a child with disabilities in a general education setting. The effectiveness of the teaming model on the academic and social participation of three focus students was evaluated through behavioural observations and team interviews. Outcomes suggest that implementation of the plans of supports was associated with increases in engagement in classroom activities, social interactions with peers, studentinitiated interactions, and academic skills. Team members evaluated the collaborative teaming process as effective, unifying, creative, clear, and practical.

Communities of practice in inclusive education

“…This analysis was one component of a larger study investigating the effectiveness of the UPS model in increasing the educational progress and social participation of three students with significant disabilities who were members of general education classrooms in three Flemish schools (Mortier et al 2009). Although the results of the validation study suggest that implementation of the support plans developed by the three teams resulted in positive student outcomes, they are incomplete until accompanied by an in-depth understanding of the perspectives of the team members.…”

“…She then reviewed the "improvisation sheets" (i.e. a two-page overview of types and examples of educational and social supports; see Mortier et al 2009). Each of the team members was given a copy of the improvisation sheets; however, they seldom referred to them during brainstorming discussions to develop individualised supports for the focal students.…”

The efficacy of conjoint behavioral consultation on parents and children in the home setting: Results of a randomized controlled trial

“…Studies testing the effects of collaborative supports between families and schools (often noted as a critical component to partnership models) utilizing single-case experimental designs demonstrated compelling outcomes related to students' behaviors (e.g., tantrums across home and school; Barry & Santarelli, 2000). A parent-teacher collaborative team model was found to increase student engagement in classroom activities, social interactions with peers, student-initiated interactions, and academic skills (Mortier, Hunt, Desimpel, & Van Hove, 2009). In a large-scale clinical trial, Families and Schools Together (FAST), a familycentered, process-oriented intervention that stresses relationship-strengthening and trustbuilding with families has been found superior to parent education programming in increasing academic performance, classroom behavior, and social skills (McDonald et al, 2006).…”

Examining the Role of Paraeducators When Supporting Children With Complex Communication Needs: A Multiple Case Study

“…Emphasizing the important role of paraeducators and treating them as vital team members can benefit the child and all other team members, as well as impact how the future teams may value the paraeducator’s role particularly in these tight financial times. Educators should emphasize the need for consistent collaboration and group reflection for all team members to best support students with severe disabilities (Hunt, Soto, Maier, & Doering, 2003; Mortier, Hunt, Desimpel, & Van Hove, 2009; Petersen, 2016). How educational team members perceive a paraeducator determines the role he or she plays when working with the assigned child and may contribute to how valued and professional they feel in their role.…”