Building staff capability and inclusive classrooms through allied health partnerships

Schools do not always need more programs.  

Sometimes they need practical expertise alongside teachers in real classroom environments.  

Occupational Therapists and Speech Pathologists can provide direct support while building staff confidence and capability.

This is just one of several evidence-based approaches to therapy offered by Noah’s Ark allied health professionals when working in schools.  

And it is support that is always preceded by collaborative planning.

According to Noah’s Ark General Manager Impact and Outcomes Lauren Falconer, the benefits of collaboration are harnessed to enhance a school’s existing capabilities, knowledge and strengths, as well as to ensure schools get what they require from allied health professionals.

“Equipped with an existing strong understanding of school environments, our Speech Pathologists, Occupational Therapists (OTs) and Physiotherapists can integrate with your school’s existing learning environment and classroom routines without disruption to your core learning goals,” Ms Falconer says.

“While delivering on-the-ground direct support in the classroom we can also build capacity and confidence of your teachers and education support staff.

“Allied health professionals can provide that direct support with a holistic view of children’s learning and development, and all the while be modelling and sharing knowledge alongside teachers and education support staff. Working with families – parents and caregivers – of course is also part of that holistic collaboration.

“This reflects our strong capacity-building focus while delivering supports without disruption to the school and classroom environment and routines.”

Ms Falconer says at the core of Noah’s Ark’s work is establishing strong relationships with school leadership, teachers and support staff.

This partnership approach can begin with a conversation to outline what the school’s priorities are. If appropriate to the school setting, this may then be written into functional and measurable goals.

Inclusion is always at the core of the evidence-based frameworks that drives the work of Noah’s Ark therapists in schools.

Ms Falconer says while Noah’s Ark OTs and Speech Pathologists bring their discipline-specific scope of practice and skillset to classrooms for that direct support as required, both can support you to create inclusive education environments.

“As an example, a Speech Pathologist can work on implementing visuals within the classroom environment to support communication and participation in everyday routines and activities – at the same time the teacher and support staff will be able to see the strategies modelled on the spot and in context,” she says.  

“Considering inclusive practice within this example goal may involve a few straightforward ways the visuals can be used in peer conversation or learning tasks by all students.

“Practising together is always an option open to school staff, and you get provided with copies of all notes at the end, which adds up to less follow-up work for teachers.”

Similarly, work with an OT may be based around a goal if teachers have concerns around dysregulated children or classes.  

“We understand that teachers have a whole class to support, and yet an OT supporting one child to participate in class may then have flow-on benefits for a more settled classroom overall,” Ms Falconer says.

“Observations, direct work with children with identified additional support or assessment needs, upskilling of staff – there are so many ways we are able to work with you, alongside you, in this learning journey.”

Ms Falconer says that the biggest impact comes from building capability of the people that children spend most of their time with.

“We can work with teachers on individual goals related to their implementation of inclusive practices, such as how to use sensory strategies in their classroom routines, to promote regulation for the whole class,” she says.

“This ensures teachers can continue to apply their learning, without needing ongoing access to an allied health practitioner.”

Supporting teacher confidence and engaging in conversations with parents where appropriate is another avenue of support.

For teachers and education support staff, half-day or full-day professional development sessions can also be provided to assist your inclusion goals.  

For further information about how Occupational Therapists may support regulation goals in schools, click here.

Or, to find out more about how Noah’s Ark Speech Pathologists and Occupational Therapist may enhance your school’s capabilities register here, or call us on 1800 819 140.