Educators’ relationship with learning facilitator

First and foremost, the educators in the study all stressed the need for a structured relationship with professional boundaries. Secondary was the need for setting boundaries with the learning facilitator from the inception of the relationship and having clearly defined roles. Evidentially, respect was crucial for a good working relationship between educator and learning facilitator.

“To welcome a person into your space is easy, yet to keep that professional boundary, not to become too accommodating.” (P-1, P-3)

“As long as you have boundaries, you both understand what you want to achieve. If you have all those things in place … it works well and benefits the class not just the individual child that they are working with. (P-2).

“If you don’t have a good facilitator and you don’t have a good relationship. I can see how that becomes uncomfortable for the teacher.” (P-2)

 Initial Conversation

Secondly, participants shared the importance of having an initial conversation between themselves and the learning facilitator. In so doing, an opportunity was created for both parties to state their expectations and establish the roles each would be responsible for. Fitting to the needs of the learner became clear.

“She wanted to know what I expected from her and what she is required to do. It would have been nice to have the forewarning and be introduced to the facilitator before the year starts … have the conversation.” (P-2)

 Communication

Communication between all parties involved seemed to strengthen the working relationships between the educator and learning facilitators as one participant shared her feelings of being “thrown in the deep end” as there was no consultation with her or an initial process that was followed.

“You are given obviously those tips and goals for him from the previous teacher, but in terms of the teacher who was going to teach him, there was no preparation for us.” (P-2)

 Goodness of fit

“Having two strong personalities in a classroom is challenging. You have your set ways in your classroom; it is your classroom.” (P-1)

“I had to explain that I was not testing her. I just explained to her it’s not about what she knows. I struggled when she adjusted sentences and assisted other kids.” (P-2)

“You might have one facilitator who is very quiet, may not have that much experience and they almost need teaching.” (P-4)

“If there’s no connection between the facilitator and that child … it becomes problematic in the classroom … she didn’t have the warmth.” (P-5)

The goodness of fit between educator and learning facilitator is dependent on many factors and is paramount in a good working relationship. Personality and experience are two of these factors. Through discussion, it was noted that for the educator, it’s almost like they have another child to take care of in the classroom. An aloof and disengaged learning facilitator could have an adverse effect on the overall success of collaboration and support for the learner with ASD. Not only can such personality clashes be challenging, but also it can further add to the frustrations and workload of the educator. The ideal situation would be that all three personalities complement each other, that of the educator, learning facilitator and child in need of a learning facilitator.

 Collaborative practice

In summary, the educators stressed the importance of keeping the individual child as the focus of the relationship. Through collaborative practice, the educators remained child- centred in their approach to teaching and learning.

“In the end, it is about the children.” (P-1)

“In the beginning, it was quite a struggle workwise, socially and emotionally.” (P-3)

“Having a learning facilitator really does make your life easier as a teacher. I am just grateful for [learning] facilitators.” (P-5)

Many educators already feel overwhelmed by their workload. It can be a lot of pressure for educators to be able to work with an array of people, the learner, the learners’ parents, co- workers and other educational specialists while maintaining the child as the centre of the system. Keeping the child central and as the focus is achieved easier when all role-players buy into the concept of utilising a learning facilitator.

When the educator and the learning facilitator had a common goal in mind (that of the child in need of the learning facilitator) a more positive relationship was evident. Collaborative practice helped to foster a positive relationship between educator and learning facilitator. When both parties remained focused on optimising the learning for the child with ASD, modelling appropriate social behaviour and collaborating with each other, they shared a common goal and were able to work professionally and harmoniously.

According to this study, facilitators are seen as the interface between the educator and the child experiencing the barrier to learning. Through the complex dynamic of collaboration, the learning goals of the individual child can be achieved. The need for active collaboration is explained by Robertson et al. (2003:126), “active collaboration with the learning facilitator on determining the appropriate and necessary steps to best educate each student”.

The narrative of the majority of the participants showed a positive relationship between them and the learning facilitator, once the initial boundaries were set and roles clarified during the first conversation between educator and learning facilitator. Feelings of apprehension and the

unknown soon dissipated once the educator had experience of working with a learning facilitator.

“I have not found it challenging at all. In my experience, it’s working out really well, and she hasn’t been overbearing.” (P-2)

“In general I have had a positive experience. They really do make your life easier as a teacher, they [learning facilitators] don’t get enough recognition I think.” (P-5)

Educators reported a healthy professional relationship with the accompanying learning facilitators, stating that they felt that by collaborating with the learning facilitator during the inception of their relationship, the relationship between them and the child with ASD strengthened. When both the educator and learning facilitator engaged in collaboration at the early stages of the process, a stronger, relationship was fostered.

The data in this research study is in line with that of Robertson et al. (2003:126), Teachers noted that they had a good working relationship with the learning facilitators in their class, they, “worked well as a team, learning facilitators helped them develop better relationship with the student with ASD.” The majority of the participants had a positive experience, all of whom would be open to collaborating with a learning facilitator in the future.

In particular, this study found that most relationships between the educator and the learning facilitator were successful when a common goal was formed, and the child remained their central focus. Despite the data showing that they both shared the responsibility for the education and behavioural management of the included child with ASD, educators still felt the final responsibility rested upon their shoulders. If clear roles are defined in the inception of the relationship, then educators feel more comfortable in making use of a learning facilitator, feel less intimidated by sharing their space and more open to collaborative practice.

4.4.4 Perceived roles of learning facilitator