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Catia from Georgia asks about:
The Dance of the Teacher and the Therapist
" What can a teacher do to enhance the
therapist's work with the student in the classroom?"
You've asked an excellent question, Catia, and it's an issue I experience on a regular basis. I'm not sure if you are asking as a parent, teacher, or therapist, but let's take a look at how each can support the child in the best way possible.
First, as a parent. I find some are hesitant to speak to the classroom teacher, to share that they've obtained outside help for their child, and to request the teacher's cooperation and support. An easy way to navigate this is to speak to the teacher briefly after school, rather than before school when they're preparing for their day. Begin by letting them know that you appreciate the work they've done with your child so far. Follow by briefly explaining that you know your child needs more help than they can reasonably supply with 30 other students who need them, too. Share that you've hired a therapist whom you think they will enjoy working with. Offer their phone number, any suggestions the therapist has made, and/or offer to arrange a brief meeting with yourself with both of them, if desired. The bottom line is to request the teacher's cooperation in a manner that will encourage their positive support.
Next, let's look at this from the teacher's perspective. A child benefits most from a unified treatment plan. Rather than using one set of strategies in school, and another at the therapist's, it's in the child's best interest for the teacher to follow the therapist's lead. Ask for the therapist's contact information, and through phone or email, introduce yourself and ask how you can support the work they are doing. When a therapist has developed a treatment plan that includes school, share this with your principal to make sure you have their permission to deviate from the standard curriculum, and then try to incorporate this into the child's classroom experience in every possible way. The therapist may ask that the child use different reading strategies, read books that they provide, to set "Reminder Cards" on their desk, to modify homework, classroom assignments, or time-on-task procedures. As long as these don't negatively impact the other students and you have your supervisor's permission if needed, it's in the child's best interest to adapt to the therapist's suggestions.
You'll probably question some elements of the plan at times, and I encourage you to ask the therapist for clarification, or if you feel strongly enough, mention this to the parent. Healthy discussion aimed at providing the child with the best care is ALWAYS a good idea. However, until procedures are changed, I'd suggest following them to the tee. If the therapist's program doesn't bring the desired results, then the issue will be the procedures and not the teacher's lack of follow through. As a teacher, it's always good to protect yourself in this way.
Lastly, let's look at the therapist's part in this dance. One way to gain the willing support of the child's teacher is to always supply the materials, tools, books, etc. that the child needs to use at school in order to follow your treatment plan. Rather than prescribe that the child read easier books, send the child to school with the books you'd like them to use, or deliver them via the parent. This simple rule will go very far in gaining the teacher's cooperation and follow-through in the classroom. Also, welcome, even encourage, the teacher's clarifying questions, requests, and feedback. They can be invaluable sources of information on the effectiveness of certain procedures and what the next treatment steps should be. Having worked with many wonderful teachers over the years, I've found that working together as a team has always garnered the best results for the child.
I hope that these suggestions will be helpful to you, Catia. Please write again if you have additional questions, OK? Thank you for writing!
