Collaboration and Shared Learning

We welcome teachers, directors and service providers as colleagues and collaborators in all that we do. Finding common ground is essential to our work with children in inclusionary settings. This approach also shapes our deep commitment to each other — and our field. In various formats and forums — professional writings, conference presentations, workshops and classroom discussions — we examine and integrate experiences and viewpoints shaped by our individual roles as teachers, psychologists, therapists and counselors. We actively share our collective knowledge with educators and other professional colleagues outside our immediate circle to help formulate and shape best practices in Early Childhood Education. The continuously developing process of inclusionary education for special needs children is the unifying factor for us all.

Professional Development

Rivendell School is committed to the ongoing professional development of its own staff and that of teachers across New York City. This learning takes place in several ways:

• Teachers and service providers closely follow developments in our field through memberships in professional organizations and regular attendance at workshops and conferences in the U.S. and abroad.
• Individual staff members actively share insights gained at conferences, workshops and in visits to other sites through open-forum discussions with Rivendell School colleagues.
• Rivendell School regularly offers presentations and teacher/staff training workshops in schools throughout New York City. These presentations address issues that teachers and service providers encounter each day in their work with all children. They also address issues that are of interest or particular importance to an individual school or program. Recent presentations have addressed aggression, managing challenging behavior, learning styles, occupational therapy practice and interventions, brain research and its application for education, and identifying at-risk behavior.

 

When There is a Problem

Children have different styles and rates of learning. If the child in your class has difficulty participating fully in the classroom, either academically or socially, and the difficulty is beyond the range of your expectation, the class norms and normative data, it warrants a further look. Problems may present themselves in one or more of the learning domains – motor, cognitive, social/emotional, language, sensory or other. Make formal observations of the things that concern you and check your observations with resources within your school. Talk to parents about your questions for a more complete picture of the child. The questions to ask yourself are: "Where is this child experiencing difficulty, how do I need to teach him/her and what information/resources do I need?" If you are unable to meet this child's needs within your school resources, you might consider an evaluation to answer remaining questions.

How should I talk to/advise parents

• Deal with conflict through consensus building
• Communicate frequently and keep many of the communications positive
• Solicit and respect parent input frequently
• Begin meetings with ideas instead of completed plans
• Try not to be judgmental or convey disapproval
• Be aware of how your personality, belief system, values and biases may effect the conversation
• Be present and available

Click here to download a detailed plan for parent teacher conferences

 

What is an IEP?

IEP stands for Individualized Education Program. It is a document generated by the Committee on Special Education in conjunction with teachers, evaluators and parents that directs the educational planning for the child. It describes the child's present level of performance based on a recent evaluation, the goals for the year and expected outcomes, the special education services mandated and their frequency and any required accommodations. The IEP is given to the parents and is made available to teachers and service providers. Goals must address issues that are preventing the child from full participation in the classroom at developmentally expected levels and be directly related to evaluation findings. They are written to be achieved within one year with measurable short term goals and accountability built in. The IEP is reviewed each year at an annual review, throughout the year at team meetings and on an on-going basis as part of curriculum development.

Resources

Workshops

CALENDAR OF PLANNED SESSIONS yet to be posted...

Bibliography

(click here to download complete bibliography)