Module 5: Roles and Responsibilities—Inclusion and the Educational Team
Meet the School Based Team
The following interactive diagram provides a brief introduction to each of the itinerants and specialists who work with students with complex needs, and to whom you may have access to in your district. Click on any of the individual roles and brief descriptions. In addition to the brief description, there are stories from people who are in these roles telling us about them through an inclusive lens. There are also testimonials about collaborative practice.
Family
Families know their children best. They are the experts. They have a wealth of information and experience. They are the first point of informing other members of the school team.
“You have excited the both of us towards a fuller future for our little girl.”
Parents
“My objective, my hope as a mother, is to raise a mentally and emotionally healthy young man on a journey towards living a full, happy, and meaningful life. A tall order for any parent in today’s complex world. My son Josh is now 20 years old. He is non-verbal, in a wheelchair, and requires 24/7 support. He is still learning to read and write.”
Parent
Classroom Teacher
“The Ministry of Education expects that with sufficient training and experience, classroom teachers will be competent in including students with dependent needs, provided that support is available. In-service training opportunities and a collaborative team approach are recommended to support and encourage the development of the skills required” (BC Ministry of Education, 2016).
Classroom teachers are responsible for the education of all the students in their classroom and have a vital role in the education of the student with complex needs.
“Capacity building and paradigm shift from what students can’t do to what they can. Seeing all students as learners.”
Classroom teacher
“I’m feeling way more confident in what I can do to engage Allie and improve her quality of life.”
Classroom teacher
“Previously, I kind of felt like I was floundering and now feel a sense of purpose and have tools and strategies.”
Classroom teacher, SD69
Educational Assistant (EA)
“Teachers’ assistants (educational assistants) who work in classrooms with students with dependent needs should have sufficient skills and training for the duties they are assigned” (BC Ministry of Education, 2016).
EAs work under the direction of the classroom teacher with input from other team members to facilitate meaningful inclusion for all students.
“Your team has made a huge difference. I have been an EA for years, but I have learned so much from IO. I really like that you value simplicity and look at the big picture for the future.”
Educational assistant
Learning Support Teacher
Learning support teachers work with classroom teachers in a number of general classrooms giving direct support or co-teaching. Learning support teachers usually have the role of case manager for students with complex needs.
Administrator
Principals are directly responsible for all the students in their school. Both principals and vice-principals model and support the culture of inclusion.
“I learned so much about how to best support all our students. One of the real connections for me was how well the core competencies align with IEP goals and ways to support classroom inclusion. It really helped me to see how our school-based team can frame IEP goals for all our students, particularly how we measure progress.”
Principal, SD40
“You have inspired us to try new things and to find ways of focusing our work. We loved the emphasis on quality of life. We appreciate the collaborative way you came into our school.”
Principal, SD42
“As the new principal, I have a wonderful amount of information about our student, and how I can support her team.”
Principal, SD59
“Lots of amazing ideas for her inclusion, her own competence. The materials shown and ideas given will help her quality of life and has given our staff a road map for us to follow.”
Principal, SD42
Case Manager
The case manager acts as the team’s quarterback by facilitating IEP and school-based team meetings, as well communicating between all members of the team.
“You have given me as his new teacher and case manager a lot of support and confidence as well as a clear direction for future planning and teaching.”
School-based case manager
“Increased the connection between Devon’s family, school team and community supports, and creating common goals.”
School-based case manager
Counsellor
Counsellors provide emotional and mental health supports to students and their families. They are often a link between home, school, and community-based supports.