Making Collaborative Practice Work: A model for teachers and SLTs

Details: Paperback

ISBN13: 978-1-907826-01-6

Release Date: Autumn 2011

This easy-to-read handbook explores existing collaborative practice research within the current SEN framework and then focuses on bridging the gap between this research and practice at policy, planning and classroom levels. It aims to equip teachers, support staff and speech-language therapists (both managers and practitioners) with the rationale, the strategies and the inspiration to work together with a variety of students who have a range of communication and learning difficulties. The book will contain specific, real-life examples and detailed, replicable structures, strategies, lesson plans and resources. It will analyse the barriers encountered and suggest ways of minimizing and overcoming them, and how the success of collaborative practice has been measured.

The book is accompanied by a CD giving sample schemes of work, lesson plans, and other useful material 

WHAT THEY ARE SAYING ABOUT THIS BOOK:

...Nice to have a reference to support the way I work and provide a rationale...it would certainly be useful for a range of professionals...we felt it would be a commendable and valuable resource on any SLT clinic or school staff room's reference shelf.

The book has been reviewed in Child Language Teaching and Therapy.

It has also been reviewed in The Bulletin, January 2013 where it gets a 4:star rating: 'What they (the authors) suggest is interesting and challenging for mainstream speech and language therapy. The book would be ideal for a multidisciplinary group of special school staff as they think about how to make collaborative working a fundamental part of the ethos and practice of their setting.'

ABOUT THE EDITOR

Claire Hatcher studied under Carol Miller at the Cardiff School of Speech Therapy (1985-89). After working the usual variety of mixed clinic and hospital posts, she was lucky enough to discover the joy of school-based therapy at the Link School, an independent Special Needs provision in South East London.

Inspired by this experience of collaboration, she completed a Masters in Education (University of Wales, Bangor) and practised in a succession of mainstream and special schools before joining Parayhouse School in 2005.

Over the years, she has worked with an array of talented teachers, SLTs and LSAs (including Terri Priaulx, Beverly Bruno, Rosie Ingrasci and all the staff at Parayhouse School), not to mention a seemingly endless succession of inspirational students. She is now based in Canada, where she is making the most of her 3-year-old son and pursuing a career in children's fiction.

TABLE OF CONTENTS

• Note on the text
• Introduction

PART I COLLABORATIVE PRACTICE THEORY

1. What is collaborative practice?
2. Barriers to collaborative practice
3. Why collaborate?
4. Collaborative practice within the current Special Educational Needs framework

PART II PUTTING THEORY INTO PRACTICE

1. Ethos, policy and planning
2. Roles and relationships
3. Communication
4. Key Group teams
5. Curriculum content
6. Curriculum delivery
7. Classroom-based therapy
8. Assessment, reports and IEPs
9. Professional development
10. Measuring success

PART III RESOURCES

• Example Literacy Lesson Plan
• Example Literacy Skills Plan
• Example Maths Topic Curriculum Framework
• Example Maths Topic Forward Plan
• Example Vocabulary and Semantic Skills Policy
• Example Vocabulary and Semantic Skills Curriculum Framework
• Example Vocabulary and Semantic Skills Forward Plan KS3&4
• Example Vocabulary and Semantic Skills Forward Plan KS2
• Social Communication Skills (SCS) Policy
• Example Social Communication Skills Curriculum Framework: K2 and KS3 (Years 7&8)
• Example Social Communication Skills Curriculum Framework: KS3/4 (Years 9, 10 & 11)
• Example Social Communication Skills Forward Plan KS2
• Example Social Communication Skills Forward Plan KS3&4
• Example Life-skills Policy
• Example Linked PHSE and Life-skills Curriculum Framework (KS2)
• Example Linked PHSE and Life-Skills Curriculum Framework (KS3&4)
• Example Key Stage 2 Life-skills Forward Plan: Classroom Skills
• Example Key Stage 3&4 Life-skills Forward Plan: College, Work and Leisure
• Example Social and Emotional Aspects of Learning Policy (SEAL)
• Example SEAL Curriculum Framework
• Example SEAL Forward Plan: Relationships
• Example SLT Assessment Summary
• Example Communication Profile
• Example Behaviour Reflection Sheet
• Personal Perspectives Questionnaire
• Glossary 1. Educational terminology
• Glossary 2. Speech and language therapy terminology
• Suggested reading
• Index