Smiles: A Strengths-Based On-Ramp Mathematics Task

2022 ◽  
Vol 115 (1) ◽  
pp. 49-55
Keyword(s):  
Working Together ◽  
Support Students

Use this activity to support students in working together, recognizing one another’s contributions, and leveraging their mathematical strengths to solve challenging problems.

Collaboration in Schools: Let's Define It

2020 ◽  
Vol 5 (3) ◽  
pp. 732-751
Author(s):  
Mary P. Mitchell ◽  
Barbara J. Ehren ◽  
Jacqueline A. Towson
Keyword(s):  
Professional Learning ◽  
Research Literature ◽  
Specific Kind ◽  
Professional Literature ◽  
Academic Reading ◽  
University Instructors ◽  
Working Together ◽  
Support Students ◽  
Listening And Speaking ◽  
Innovation Configuration

Purpose The purpose of this article is to guide professionals, including speech-language pathologists (SLPs) working in schools and those in academe, to operationally define the type of collaboration they are targeting. As professionals collaborate to support students who struggle with the demands of academic reading, writing, listening, and speaking, it is imperative to differentiate the type of working together necessary to meet the needs of the students they serve. The lack of a definition in research literature and practice is problematic for a variety of stakeholders, including practitioners, administrators/supervisors, professional learning facilitators, university instructors, researchers, and authors of professional literature. The authors offer as an example their work in operationally defining a specific kind of collaboration called “shared-creation collaboration.” They situate shared-creation collaboration on one end of a working-together continuum. Then, they detail why and how they used the conceptual framework of an Innovation Configuration (IC) Map, developed by Hall and Hord (2015), to create an IC Map for SLPs and teachers to use for shared-creation collaboration. Additionally, they offer scenarios to illustrate a range of interactions in which SLPs might engage in schools. Conclusions The SLP/Teacher Shared-Creation Collaboration IC Map and working-together continuum are examples of two tools that can guide school professionals to design and implement working-together practices that match specific purposes and students' needs. However, many configurations of working together are possible and worthwhile; stakeholders can advance the work of assisting learners who struggle by defining their practices specifically.

scholarly journals SDM Training Modules for Health and Social Care Professionals in Israel

2021 ◽  
Vol 12 ◽  
Author(s):  
Carolyn Gutman ◽  
Ayala Cohen ◽  
Dorit Redlich Amirav
Keyword(s):  
Allied Health ◽  
Social Care ◽  
Well Being ◽  
Pilot Training ◽  
Individual Student ◽  
Health And Social Care ◽  
Working Together ◽  
The Individual ◽  
Support Students ◽  
Training Modules

While the strategy of Shared Decision Making (SDM) originated in the medical field and was later adopted into the mental health arena, little attention has been paid to practice in the broader fields of the allied health and social care professions. These professions are grounded in the recognition of a need for practice that reflects the partnership and collaboration of the professional and the service user working together to further the health and well-being of the user. A pilot training module was developed to introduce and support students in their journey from exposure to the co-production ideology and the SDM strategy into clinical practice in the allied health and social care professions. The aim of the present article is to describe the students' experiences while learning about SDM and their use of this knowledge in their field practice in Israel. The students' experiences highlighted the complexity of integrating SDM into practice both at the individual student level as well as the macro environment. Moreover, it pointed to the need to further develop this co-production paradigm and the SDM strategy into the education of the allied health and social care professions.

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

Project BRAIN: Working Together to Improve Educational Outcomes for Students With Traumatic Brain Injury

2012 ◽  
Vol 22 (3) ◽  
pp. 106-118 ◽  
Author(s):  
Paula Denslow ◽  
Jean Doster ◽  
Kristin King ◽  
Jennifer Rayman
Keyword(s):  
Traumatic Brain Injury ◽  
At Risk ◽  
Brain Injury ◽  
Educational Outcomes ◽  
School Personnel ◽  
Department Of Education ◽  
Health Providers ◽  
Accurate Identification ◽  
Transition Intervention ◽  
Working Together

Children and youth who sustain traumatic brain injury (TBI) are at risk for being unidentified or misidentified and, even if appropriately identified, are at risk of encountering professionals who are ill-equipped to address their unique needs. A comparison of the number of people in Tennessee ages 3–21 years incurring brain injury compared to the number of students ages 3–21 years being categorized and served as TBI by the Department of Education (DOE) motivated us to create this program. Identified needs addressed by the program include the following: (a) accurate identification of students with TBI; (b) training of school personnel; (c) development of linkages and training of hospital personnel; and (d) hospital-school transition intervention. Funded by Health Services and Resources Administration (HRSA) grants with support from the Tennessee DOE, Project BRAIN focuses on improving educational outcomes for students with TBI through the provision of specialized group training and ongoing education for educators, families, and health professionals who support students with TBI. The program seeks to link families, hospitals, and community health providers with school professionals such as speech-language pathologists (SLPs) to identify and address the needs of students with brain injury.

Working With Interpreters to Support Students Who Are English Language Learners

2016 ◽  
Vol 1 (16) ◽  
pp. 15-27 ◽  
Author(s):  
Henriette W. Langdon ◽  
Terry Irvine Saenz
Keyword(s):  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
The Other ◽  
Primary Language ◽  
Second Best ◽  
Support Students

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.

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