Independence Facilitators
The Hartland Independence Facilitators (IF) help students who need extensive support in order to progress on IEP goals. There are three key reasons that an Independence Facilitator may work with a specific student.
|
The need for IF assistance is determined by the student's IEP team. School teams must be creative in using natural supports to the maximum extent possible. Team members and IEP implementers share ideas, expertise, and resources in planning as well as in carrying out the needed support for the identified special needs of each student.
|
Cautions & Considerations |
Assigning IF support to students can often times make adults feel better and may relieve some pressure, it is critical for IEP teams to remember that too much or the wrong kind of support can be very disabling to students. First and foremost, the goal for any learner with special needs is to encourage, promote, and maximize student independence. If not carefully monitored, additional assistance can easily (and usually does) and unintentionally foster dependence. A student's total educational program must be carefully evaluated to determine where support is indicated. |
If the IEP determines that IF assistance is necessary, it is not the role of the IEP team members (including parents) to assign an individual person to perform the identified services. That responsibility belongs to building principals or their designee.
Parents should not expect to have direct contact or communication with the IF who works with their child. All contact and communication should be between parents and the classroom teacher. |
Potential Benefits of IF Support |
Cautions When Considering IF Support (Inadvertent detrimental effect of excessive or unnecessary IF proximity)
|
Rotation of Para Educators |
While there can be opposition to changing IF assignments it has been our experience that in the long run both the student and the IF benefit from regular change of IF assignments. A lack of variation can be stifling to both the adult and to the learner. Changing staff prevents boredom and it enables the student to adapt to new people. Re-assignment of IF staff also avoids the difficulty of the IF taking on “full ownership” of the student. Creating the opportunity for IF to work with a variety of students also builds their skills. |