Reflection 7: Interdisciplinary Connection

“The interdisciplinary approach synthesizes more than one discipline and creates teams of teachers and students that enrich the overall educational experience” (Jones, 2009). Through numerous approaches with different agencies and individuals, we are able to learn different pedagogies that we may not necessarily think of ourselves.

As a primary educator, we are constantly in discussions and meetings with different agencies to support a specific child’s learning. In order for us to be successful as an educator, we have to be able to also know who to go to when particular issues arise and for that to happen, those relationships with outside agencies need to occur and be fostered. For the purpose of this assignment, I will be centering this journal around the relationship I have with our Speech and Language Therapy (SLT).

For me, I have never had children in my classroom with learning difficulties, nor have I really had the opportunity to learn more about different learning issues that affect children during my placements throughout university. Last year I had a boy enter my classroom with severe speech difficulties. I had no knowledge of how to cater for this nor did I personally understand the issues that this young boy was facing. This was my first day of a New Entrant classroom, his parents were in the room, information was being fed to me about the previous history of this child from preschool, my team leader, a teacher aide was in my classroom and all these factors meant that I did not know what to do first. Over the coming weeks, the relationships between all the different individuals developed and it was through this that I then established a key relationship with one of the lead educators of SLT. *Anne is involved with the Ministry of Education and is incredibly talented in her field. She has established a wealth of different learning tools and resources and she has been able to provide constant next steps for the benefit of this child. Goals were always set between her, myself and the parent (when available), which meant everyone was constantly involved and up-to-date with what was occurring in school and at home. These meetings that we had were always undertaken at least twice during the term and more if necessary, sometimes emails were also sent.

Not only have some of the interventions supported this particular child with speech difficulties, but numerous others who need those visual tools and resources to support and extend their learning. This year I have had a few children enter my classroom with speech difficulties and because of this relationship built between myself and SLT, I have been able to have an open line of communication between myself and this agency.

What I have realised is that we do not need to be experts in every field, we just need to know where to go when we seek support and how we can utilise that support for not only that child, but the other children in the classroom who may seek support, as well. Through interdisciplinary studies, we learn new pedagogies that inform our practice (Jones, 2009).

*Anne - name has been changed

References:

Jones, C. (2009). Interdisciplinary approach - Advantages, disadvantages, and the future benefits of interdisciplinary studies. ESSAI7 (26), 76-81. Retrieved from http://dc.cod.edu/cgi/viewcontent.cgi?article=1121&context=essai
Thomas McDonagh Group. (2011, May 13). Interdisciplinarity and Innovation Education. [video file]. Retrieved from https://www.youtube.com/watch?v=kDdNzftkIpA

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