Transcript Document
Go Communication Team! Working in Communication Teams in Special Schools in Birmingham Heather Hallett & Kay Hemming SLTs & Lisa Price OT The A(AC) Team “In the collaborative team approach, it is assumed that no one person or profession has an adequate knowledge base of sufficient expertise to execute all the functions associated with providing services” Glennon & deCoste (1997) Core Communication Team Adapted from Glennan & deCoste 1997 “A Handbook of AAC” p24 School SLTs / SLTAs Health SLTs Individual pupils / School population Communication Teachers / HLTAs Wider team members Member of School Management What do our Communication Teams actually do? • Identify training needs and deliver training • Whole school projects (e.g. Communication Environment Audits, communication days) • Supporting individual AAC users • ACT clinics in some schools Working Together DVD http://www.youtube.com/watch?v=2xJnkF HoiT4 Setting up a team • • • • • • Meet with the Head Teacher Co – working agreement Identify key people Fact finding Identify priorities Joint team presence e.g. Joint training, staff meetings, assemblies etc • Training of team members • Regular meetings with Agenda and good actions lists! • Sponge cake and Icing What else have we learnt? • SLT needs to have some experience! • SLT needs released time for Communication Team • Need Senior Leadership Team member who understands and values communication • Communication teacher needs to have passion for and knowledge of communication, and allocated / released time Outcomes “Shared practice leads to increasing knowledge and skills of staff which in turn improves the communication environment across the school” “giving pupils a voice which could otherwise be ignored or misunderstood” “it helps embed practice and aids continuity of approach. It facilitates joint practice development, and enables people with different abilities and strengths, to be able to maximise them and support the development of others.” (Head teacher) “Pupils using AAC make excellent progress in their communication and this impacts on all areas of their learning and personal life. With the team on site, staff can ask questions as they arise, and get communication issues sorted quickly”. (Foundation Teacher). Challenges • • • • • Communication and timetabling Competing pressures Different backgrounds Different agendas Risk of overstepping professional boundaries • Staying on task • Maintaining consistency Outcomes for AAC users • Client Centred approach • Pupils are using communication systems more functionally in class and throughout the day • Families feel better supported • Shared information between staff and others • More effective communication support • Better and more consistent communication environment. • Knowing when to refer to ACT and what sort of support is needed. Aims for Clinic from ACT Project Sheet • To develop the relationship between the schoolbased communication teams and ACT • To encourage the use of the AAC Care Pathway documentation as an assessment document • To provide a more in-depth and timely assessment for children who have significant physical access difficulties and communication needs • To decrease the number of separate occasions when ACT staff and local team staff have to meet for appointments Aims for Clinic gathered at pre meeting • To speed up the process of assessment more specifically when needing to look at access methods • To enable the assessing clinicians from ACT to get a more rounded picture of the child by having increased opportunities to see the child in a variety of school settings • To raise awareness of the role of ACT within the school environment • For ACT clinicians to be available to give advice about children who have AAC needs who have not been referred to ACT • To identify if it will save time and travel by decreasing the number of meetings arranged for ACT clients Evaluation of Pilot Clinic • An Evaluation session was carried out 2 weeks after the pilot schools clinic • A questionnaire was given to all the ACT clinicians and members of the schools communication team Evaluation Positives • General view that the sessions involving the children were more child friendly, greater time and more flexibility • The opportunity to see the children more than once in a short space of time was appreciated • There was a feeling from the communication team that clients were seen in a more timely fashion Evaluation Positives • Greater flexibility to enable clients to be seen e.g. when one was off sick at the time initially planned for their appointment • It was agreed that the awareness raising sessions were useful • The opportunity to discuss clients who were not on the current caseload but known to ACT was appreciated • ACT admin time freed up because the organisation of the clinics carried out by local team Evaluation Issues for further consideration • Local team did not automatically invite teachers, Physios etc. NOW – much more interaction • Additional pressures were put on the ACT workshop and technicians for equipment etc. • A lot of engineering requests were generated in a short space of time. • The ACT’s clinicians’ admin time following the clinic was decreased because of other commitments Innovations – contributed to additional improvement • Since the initial pilot clinic, termly clinics have been carried out at Wilson Stuart school • Regular Victoria School clinic also set up • Additional school clinics set up in Worcester and Coventry • Proposed additional School clinic next term in Bromsgrove References and Resources • http://www.youtube.com/watch?v=2xJnkFHoi T4 • Glennon & deCoste (1997) • Communicating Quality 3 (2006) [email protected] [email protected]