CEC Standard 7.1
Collaboration
Health and Wellness Collaboration
In this artifact, I show effective in school collaboration using a problem situation concerning a student in one of my practicum placements. The title “Health and Wellness Collaboration” relates to my student “Mary” who was showing some sensory sensitives to applying health products on her skin. The collaboration team that I was able to put together which included my practicum placement teacher, myself, the student, and the family of the student discussed the issue and set out to try to implement her health products into her daily routine. This artifact is a step by step example of what this collaboration group was able to accomplish. Ultimately, it was agreed that creating an icon chart would present the desired behavior in a more familiar way to this particular student seeing that she used many icon charts in her daily routines. We tracked the progress of the chart by verbal reports from home and para-professionals working with the student.
I find that in teaching students who have multiple moderate disabilities, it important that health is well cared for and monitored at home and in the classroom. Students are able to learn best when a foundation of good physical and emotional health is in place. With how involved some of our students are, there is an increased need to collaborate with parents and para-professionals to set fourth understanding and expectations of the student and the individual responsibilities of the collaboration group members.
In this artifact, I show effective in school collaboration using a problem situation concerning a student in one of my practicum placements. The title “Health and Wellness Collaboration” relates to my student “Mary” who was showing some sensory sensitives to applying health products on her skin. The collaboration team that I was able to put together which included my practicum placement teacher, myself, the student, and the family of the student discussed the issue and set out to try to implement her health products into her daily routine. This artifact is a step by step example of what this collaboration group was able to accomplish. Ultimately, it was agreed that creating an icon chart would present the desired behavior in a more familiar way to this particular student seeing that she used many icon charts in her daily routines. We tracked the progress of the chart by verbal reports from home and para-professionals working with the student.
I find that in teaching students who have multiple moderate disabilities, it important that health is well cared for and monitored at home and in the classroom. Students are able to learn best when a foundation of good physical and emotional health is in place. With how involved some of our students are, there is an increased need to collaborate with parents and para-professionals to set fourth understanding and expectations of the student and the individual responsibilities of the collaboration group members.