CONNECTIONS FOR STUDENTS |
Lessons Learned and Effective Practices Regarding the Implementation of the Connections for Students Model to Support Students with Autism Spectrum Disorder (ASD) |
Collaborative Services Delivery Model (CSDM) for Students with Autism Spectrum Disorder Phase 2 Report of |
THE PROVINCIAL ADVISORY TEAM (PAT) |
| 1 | Introduction | Approaches to Effective Collaboration Parent Engagement Parents/Guardians and/or family representatives participating in the Connections for Students may limit their level of input into the transition process or become disengaged during transition team meetings. This may be due to unfamiliarity with school boards and AIP processes or a lack of supports to provide an opportunity for the family to effectively contribute to the planning and progress of the Connections for Students transition. br> Provincial Advisory Team Recommended Solutions • Parent and family preparation is an essential component of the Connections for Students process. Participation can be stressful and an emotional experience for parents and family members. Recognizing, encouraging and supporting family engagement will support the development of patience, knowledge, confidence and perseverance. Develop and share parent brochures that describe the Connections for Students model and recognize the important role families have in contributing to their child’s transition. • Identify strategies to remove barriers to parent engagement (i.e. communication and language), and provide support to parents to acquire skills and knowledge that they require to be engaged and involved in their child’s learning. • Ensure an understanding of all families needs and make available appropriate supports such as social workers, translators or parent advocates as required. Third party supports may be helpful for families and may be required to accompany parent(s)/guardian(s) to meetings to help families express their ideas. These supports can help improve communication between parent(s) and other transition team members and prevent or limit the scope of potential misunderstandings. • Provide regular updates to school board Special Education Advisory Committees (SEACs) on the Connections for Students process and work with SEACs to provide any additional supports that may be required by parent(s)/guardian(s) and families of students with ASD. |
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| 2 | Characteristics of Success and Suggested Strategies |
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| Communication | |||
| Planning | |||
| Student Centred Teams | |||
| Flexibility | |||
| 3 | Approaches to Effective Collaboration | ||
| People & Organizational Management | |||
| Roles and Responsibilities | |||
| Decision Making | |||
| Geography | |||
| Training and Learning | |||
| Early Withdrawl from IBI | |||
| Parent Engagement | |||
| Download the full document (PDF) | |||
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