Step 1: Dilemma

In Step 1 you will hear and read about two perspectives on a practice dilemma. The dilemma is about communication.

Meet Shawanda, a teacher in an inclusive child care center.  Shawanda works with Ashley, a speech therapist who visits her classroom once a week to provide services to David, a 4-year-old boy with language delays.

After watching, complete Activity 3.1a by describing the dilemma.

Video 3.1: The teacher’s viewpoint

Shawanda, a teacher in a community-based childcare program shares a dilemma about collaborating with a speech therapist to address the learning goals of David, a 4-year-old boy in her class (running time 1 min. 50 sec.).

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I work in a child care center as a teacher in a preschool classroom where there are 15 children.  I have been working in this early childhood program for over 10 years.  One of the benefits of my job is that I get to meet and work with so many different kinds of people.    One of the specialists I work with is Ashley.  She visits my classroom once a week to work with David who is a 4-year-old with some language delays.  Ashley is a speech therapist.  Her job is to help me address David’s communication goals in the classroom. I have a pretty good relationship with Ashley, although I think there are some ways it could be better. Ashley typically works with David for about 20 to 30 minutes.  Then she explains what she has done and gives me some things I can do with David during the week. I don’t exactly know how to say this to her…and I feel bad about it…but I rarely follow up on anything Ashley suggests.  I realize that Ashley has a lot more training in this area than I do, so I don’t want to question her advice, but some of her ideas just aren’t that practical. I have 14 other children I’m responsible for and I can’t spend all of my time working on David’s goals.  I have a few ideas that I think might work better, and I really want to help David learn, but I’m not sure how to bring this up with Ashley. I would also like us to focus more on how we can collaborate to involve David’s parents and share information with them.  How do I communicate all of this to Ashley in a way that comes across as helpful and not critical?

Video 3.2: The therapist’s viewpoint

Ashley, a speech therapist shares her view on collaborating with a teacher in a community-based childcare program to address the goals of David, a 4-year-old boy with language delays (running time 1 min. 09 sec.).

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I’m a speech-language pathologist and I have a large caseload of young children and families that I serve across many different types of early childhood settings in the county.  One of the children I work with is David, a delightful 4-year-old who has some language delays.  I feel really good about the plan we’ve all come up with together to address his IEP goals at home and in the classroom.  I work with David in his childcare classroom once a week and I try to support David’s family by providing strategies to use with him at home. I also work with the teacher in the classroom by giving her strategies to use when I’m not there.  Shawanda always makes time to meet with me during my weekly visits, but she seems reluctant to offer her own ideas or share information about how things are going in the classroom, which, to be  honest, makes me wonder if she is actually implementing any of the strategies we’ve agreed on in our meetings.