Direct And Indirect Service Delivery Models In Inclusive Education

Through the consultation of direct and indirect service delivery models within an educational context, collaboration has become an important part of schools to assist with inclusive education (Stanovich, 1996; Education Queensland Government, 2015; Booth & Anisow, 2002). Inclusive education is encouraged through the use of indirect service delivery models such as Special Education Teachers, Guidance Officers and other in service administrators which were once considered direct service delivery models. However, due to collaborative consultation roles within inclusive schools direct service delivery models are diminishing (Hughes, 2015 module 1). These indirect service delivery models are seen as consultant roles and are more sought after in …show more content…
This educational context has a Special Education Unit and program attached to the school to assist students with their learning. The client involved is a junior secondary student who came to the school at the end of the first semester. The student had no information recorded on the Queensland Government education data base as they came from interstate. All the information that was provided on this student is they had a speech and language impairment. Due to the limited amount of background knowledge on this student the Head of Special Education made the decision to place this student into mainstream learning in their year cohort. As the student was considered to have special education needs, they were provided with in class support once a week from a special education teacher and several support lessons from teacher aides throughout the week. Time was taken to allow the student to settle in to the school. It was then noticed they were falling behind with work and not completing the required work within class. The class teachers contacted the special education teacher to inform them this student has come onto their radar and they expressed their concern for this student. Since the student has been identified as reduced learning capabilities the classroom teachers asked the special education teacher to evaluate the student’s current level. The special education teacher called a meeting with the class teachers who were concerned about this student’s learning ability. During this meeting the class teachers discussed their observations with the special education teacher with many of them believing it was a behavioural issue not a learning difficulty. The special education teacher decided to consult the student in question to do some observations of their own to determine if it was a cognitive issue or a behavioural issue. After observing the student in the classroom setting and meeting with them