The Idol-Nevin-Paolucci-Whitcomb collaborative consultation model for special needs students

Calgary Public School Board

Models of Consultation and Collaboration

What model of consultation and collaboration am I going to use -- and why? I am employing a combination of approaches to the issues confronting teachers when it comes to William Perry and Janna Small. The model devised by Idol, Nevin, Paolucci-Whitcomb (INPW) (referred to as the "Collaborative Consultation Model"), was specifically designed to help " . . . learners who may be at risk for school failure," learners in "remedial programs," learners who receive "supportive speech and language instruction" (Idol, et al., 1995). In particular, the INPW model has proven to be successful for teachers who have "special needs students in their classrooms" (Idol, 348).

Also, I will use the two models employed by the Iowa Department of Education since 2009 -- co-teaching and collaborative consultation.

What factors have I considered in my decision? As the model by INPW puts forth, there are four solid practices that have been shown to be effective vis-a-vis collaborative consultations. First, learners with special needs, as are the two students we're dealing with in this assignment, can be effectively served in "inclusive settings when teachers collaborate" in order to both generate and merge together "instructional strategies and accommodation ideas" (Idol, 349). In other words, I considered that having teachers (both special education teachers and mainstream teachers) get together and provide smart, collaborative leadership to provide what's best for students with special needs.

Secondly, teachers and other school professionals have proven to be successful when they work together to acquire "the disposition, knowledge, and skills to collaborate effectively." Thirdly, solutions that are collaboratively produced are "enhanced" when original solutions come from individual teachers committed to collaboration with other teachers (Idol, 349). This could mean that teachers in some environments would need to attend seminars, or otherwise become upgraded and updated vis-a-vis working together (even though their subjects are far afield from each other).

And fourthly, changes that are positive and motivating -- based on collaborators working together with open minds and knowledge of students with special needs -- can be expected at three levels, Idol and colleagues explain.

Those three levels of positive support include: a) team teaching among special education and general education instructors will bring positive changes in the school (not just to the students involved, but the whole school); b) there will be productive changes in the "skills, attitudes, and behaviors of adult collaborators" (teachers involved in the collaboration will be impacted through positive, intellectual and pedagogue-related growth; c) and there will be quantifiable progress in the academic and social skills of learners (Idol, 349).

Three -- Communication Strategies and Interpersonal Skills

Soft-spoken, thoughtful communication skills are required when working with William. If his parents prefer not to be involved at the school level, the collaborative teachers should make an appointment to visit the home. The input of the school counselor / psychologist is vital.

Four -- Ethics

Teachers in every classroom situation need to be up to speed on ethics. In particular, SE teachers have serious ethical responsibilities, as the Council for Exceptional Children (CEC) points out: a) there must be respect for the dignity, culture, language and background; b) practicing "collegially" with other teachers is key; c) developing relationships with families of children with "exceptionalities" is a main goal; d) exercising high levels of "professional competence and integrity" when working with SE students and their families (CEC).

Five -- Consultation for Emotional / Behavioral Problems

Janna Small has mood swings, says inappropriate things in a loud voice, is easily distracted but when a school topic is of interest, she locks in with total interest. Hence, Janna could very well have Asperger's Syndrome or Autism Spectrum Disorder. Before engaging in consultation teachers should have asked the counselor and district psychologist about the needed testing to determine the emotional / intellectual problems that Janna clearly is struggling with. Is she on medication? What are her parents doing with respect to their relationship with the school? If they believe the teacher is not doing enough, and that Janna is being bullied, this qualifies as a crisis. "Traditional consultation is clearly defined: The [teacher] seeks the expertise of a consultant . . . accepts the power and authority . . . decides when and where the enactment of the recommendations will occur" (Crowley, et al., 2007).

Six -- Consultation for Academic Difficulties

First of all one has to assume from the description given that Janna is a student with special needs. She should be spending part of her day in school with appropriate teachers (SE). Also, the school needs to develop an individualized education program (IEP) for Janna. The consultation should be developed based on these above-mentioned needs. The Iowa program suggests that students " . . . may receive different services at multiple points along the continuum based on the IEP" (educateiowa.gov). The IEP includes "goals, specially designed instruction . . . skills deficit remediation . . . progress monitoring . . . assistance in accessing content" (educateiowa.gov). In Janna's case, she needs to get out of the class where she is being bullied and into a classroom where things she relates well to (birds) can be linked to consultations.

Seven -- Transition Planning

Janna isn't 16 years of age, but transition planning can begin to take place between the SE teacher, the counselor, a mainstream teacher (perhaps that reading teacher), and the district psychologist. If she is too young to develop an IEP, something akin to that should be employed. Over 30% of students with learning disabilities drop out of high school; this fact should motivate the teachers and other school resources to help a smooth transition into special needs.

Eight -- Technology

It is possible to motivate William using assistive technology, even though he has trouble with visual motor tasks and is not efficient with written assignments. Using "Voice Thread," a free software program, "Captures student voices and photos . . . a technological substitute for written papers and allows students [in SE] the freedom to narrate their own projects" (Zorigian, et al., 2010). Also the "Sounding Board," is an iPad/iPod Touch app that allows a SE student to use symbols to create their own messages . . . with "a limitless supply of symbols" (Zorigian, 2).

Nine -- Consultation and Collaboration with Parents

In William's case, his parents, the school counselor, and the teachers that are involved, need to have a conference without him being there. It might be difficult to get William's parents involved (since his dad argues with William and they seem to be at odds), but the SE teacher can certainly, graciously, professionally, invite both parents to lunch outside of the school. If the dad won't come, likely the mother will come. A one-on-one meeting away from school should work

Ten -- Systems-Level Consultation

This school needs change; it needs to establish a credible program for students with special needs, and hire a qualified SE teacher rather than just sending students to other schools. There needs to be close communication and cooperation (including collaboration and consultation dynamics) between teachers when a student doesn't fit in with mainstream and has behavioral or emotional / intellectual problems. Also, all state regulations for schools, and federal guidelines for students with special needs, should be followed down to all specifics, with leadership from district professionals.