Making Collaborative Practice Work: A model for teachers and SLTs
Editor Claire Hatcher
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 (view contents).
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 nd 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.
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
5. Ethos, policy and planning
6. Roles and relationships
7. Communication
8. Key Group teams
9. Curriculum content
10. Curriculum delivery
11. Classroom-based therapy
12. Assessment, reports and IEPs
13. Professional development
14. 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
Published Spring 2011
ISBN 978-1-907826-01-6
Price guide: £24.99 paperback [+ £3.50 postage and packing]