| CODE | IAL1009 | ||||||||
| TITLE | Home-School-Professionals Collaboration: A Transdiscpilinary Approach | ||||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 5 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Inclusion and Access to Learning | ||||||||
| DESCRIPTION | This study-unit explores the intersection of therapy, quality of life, and collaborative practices within educational contexts. An emphasis will be placed on implementing collaborative strategies between home and school through transdisciplinary teams, enhancing participation for learners with disabilities. Additionally, this study-unit encourages participants to reflect on their experiences, define stakeholder roles, and appreciate effective communication strategies that foster strong partnerships among all involved. Study-Unit Aims: This study-unit aims to support participants in developing a nuanced understanding of the implications of therapy plans on individual well-being, with a specific focus on the psychological and social dimensions of quality of life. At the end of this study-unit, participants will achieve the skills required to implement strategies to facilitate collaboration between home and school in transdisciplinary teams, leveraging the specialised skills of all stakeholders to enhance the participation of learners with disabilities in both educational settings and everyday life. This study-unit also aims to provide opportunities to participants to critically evaluate the arguments surrounding the prioritisation of therapeutic effectiveness versus overall quality of life improvements, using relevant case studies for analysis. They will identify the key concepts of home-school-professional collaboration, outline the supporting theoretical frameworks, and define the roles of various stakeholders in these collaborative efforts. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Identify the key concepts and principles of home-school-professional collaboration within a transdisciplinary context; - Outline the theoretical frameworks and models that support effective collaboration between home, school, and professionals; - Define the roles and responsibilities of various stakeholders involved in transdisciplinary teams; - Recognise the benefits and challenges associated with collaborative practices in transdisciplinary teams; - Interpret the diverse perspectives and theoretical frameworks that inform the debate on the effectiveness of therapy versus its impact on quality of life; - Reflect on personal experiences related to collaboration and how these experiences inform understanding of effective practices; - Explain how persons with disability, parents, educators and service providers may include their specialised skills to improve the participation of learners with disability in education and everyday life through push-in and wrap-around services; - Appreciate the importance of effective communication strategies in fostering strong partnerships between families and professionals both in the therapeutic field and also those working in educational settings. 2. Skills: By the end of the study-unit the student will be able to: - Distinguish between theoretical frameworks related to therapy and quality of life to inform instructional practices; - Evaluate the implications of therapy-focused treatment plans on individual well-being, assessing psychological and social dimensions of quality of life; - Implement strategies for facilitating collaboration between home and school in a transdisciplinary team; - Support all stakeholders' ability to include their specialised skills to improve the level of participation of learners with disabilities in education and everyday life; - Critique the arguments for and against prioritising therapeutic effectiveness over overall quality of life improvements, utilising case studies to support analysis. Main Text/s and any supplementary readings: Main Texts: - 脟elik, S., & Tomris, G. (2024). 鈥淎 chain of interlocking rings鈥�: Preschool teachers鈥� experiences regarding home-school collaboration with a focus on children with special needs and their parents in inclusive education. Children and Youth 福利在线免费 Review, 163, 1-11. - Correia, A., Teixeira, V., & Forlin, C. (2021). Home-school collaboration in assessment, placement, and individual education plan development for children with special education needs in Macao: The views of parents. School Community Journal, 31(1), 205-231. - Hansen, J. H., Carrington, S., Jensen, C. R., Molb忙k, M., & Secher Schmidt, M. C. (2020). The collaborative practice of inclusion and exclusion. Nordic Journal of Studies in Educational Policy, 6(1), 47-57. - Rausch, A., Bold, E., & Strain, P. (2021). The more the merrier: Using collaborative transdisciplinary services to maximize inclusion and child outcomes. Young Exceptional Children, 24(2), 59-69. - Sciberras, C., & Schembri, H. (2020). A COACTION model to explore remote teacher and learning support educator collaboration during COVID-19 school closure in Malta. Malta Review of Educational Research, 14(2), 183-210. Supplementary Readings: - Castro-Kemp, S., & Samuels, A. (2022). Working together: A review of cross-sector collaborative practices in provision for children with special educational needs and disabilities. Research in Developmental Disabilities, 120, 1-12. - Ministry for Education and Employment (2012). National Curriculum Framework for All. Floriana: Ministry for Education and Employment. - Ministry for Education and Employment (2014). Respect for All Framework. Floriana: Ministry for Education and Employment. - Ministry for Education, Sport, Youth, Research and Innovation (MEYR) (2022a). A Policy on Inclusive Education in Schools: Route to Quality Inclusion. Floriana. - Ministry for Education, Sport, Youth, Research and Innovation (MEYR) (2022b). A National Inclusive Education Framework, Floriana: Ministry for Education, Sport, Youth, Research and Innovation (MEYR). - N铆 Bhroin, 脫., & King, F. (2020). Teacher education for inclusive education: A framework for developing collaboration for the inclusion of students with support plans. European Journal of Teacher Education, 43(1), 38-63. |
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| STUDY-UNIT TYPE | Lecture and Independent Study | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Marie Georgette Bajada |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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