With my Infants and Toddlers, and even with my older students, the best way that I collaborate is to intentionally co-schedule sessions with the different professionals throughout the year. Vision impacts PT, and PT impacts vision, and it is only through sitting there together and observing and discussing that we are able to truly collaborate and meet the multiply impaired student's needs. I have found it invaluable to occasionally sit there with each of them, so that we are all not only on the same page, but because there is so much to learn through looking at the child through another discipline's eyes. We don't do it every session, but those periodic multi-disciplinary sessions really do help. I also email my session notes to them when I am writing them up, so that they can keep tabs on the gains and changes that I am seeing, and offer their perspective when necessary.
From: Sara Rooz sararooz@gmail.com
To: aernet@lists.aerbvi.org
Sent: Mon, September 13, 2010 6:05:27 PM
Subject: [AERNet] question colaboration between related service providers students who are blind/vi multiple disabilities
How do other tvis calobrate with other related service providers who serve a student with additional disabilities in addition to blindness or visual impairments to ensure that there is no overlap of sessions when providing mandated service to a student? How does oncolaborate to determine goals of a given student? Last year, I serviced many students who were either blind and/or visually impaired with additional disabilities in a school. I felt that there was no colaboration between service providers with regard to discussing goals of the students I served and ensuring that ther was no overlap of sessions. I would like to address these issues, prior to ,me beginning with these students this year.
Sara Rooz
With my Infants and Toddlers, and even with my older students, the best way that I collaborate is to intentionally co-schedule sessions with the different professionals throughout the year. Vision impacts PT, and PT impacts vision, and it is only through sitting there together and observing and discussing that we are able to truly collaborate and meet the multiply impaired student's needs. I have found it invaluable to occasionally sit there with each of them, so that we are all not only on the same page, but because there is so much to learn through looking at the child through another discipline's eyes. We don't do it every session, but those periodic multi-disciplinary sessions really do help. I also email my session notes to them when I am writing them up, so that they can keep tabs on the gains and changes that I am seeing, and offer their perspective when necessary.
From: Sara Rooz <sararooz@gmail.com>
To: aernet@lists.aerbvi.org
Sent: Mon, September 13, 2010 6:05:27 PM
Subject: [AERNet] question colaboration between related service providers students who are blind/vi multiple disabilities
How do other tvis calobrate with other related service providers who serve a student with additional disabilities in addition to blindness or visual impairments to ensure that there is no overlap of sessions when providing mandated service to a student? How does oncolaborate to determine goals of a given student? Last year, I serviced many students who were either blind and/or visually impaired with additional disabilities in a school. I felt that there was no colaboration between service providers with regard to discussing goals of the students I served and ensuring that ther was no overlap of sessions. I would like to address these issues, prior to ,me beginning with these students this year.
Sara Rooz
