In It Together: How Student, Family, and Community Partnerships Advance Engagement and Achievement in Diverse Classrooms by Debbie Zacarian & Michael A. Silverstone

Author:Debbie Zacarian & Michael A. Silverstone [Zacarian, Debbie]
Language: eng
Format: azw3
Publisher: SAGE Publications
Published: 2015-02-17T05:00:00+00:00

Using the Support of the School Community to Make Learning Work

While we might think of the curriculum as what happens in the classroom, it is critical to consider the types of learning that can occur when we tap into the resources of our school and family communities as well as the community at large. Take, for example, the student in Mark’s classroom who is autistic. This student’s individualized education plan calls for him to participate actively in the classroom with the aid of an instructional assistant. While Mark and the instructional assistant would like the student to participate, his level of social interaction is quite distinct from that of his peers. It is helpful to draw from the school community for support in helping him engage in the types of interactions that will yield the most positive results.

An example of this type of support is the work of speech-language pathologist Maureen Penko, who works in Winnipeg, Manitoba, in Canada. She seeks ways for students to develop social skills through interacting with classmates using what Carol Gray (2010) refers to as social stories. Have a look to see how Maureen strengthens her student’s status through these storytelling activities.

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