Sub-Theme 3.1: Constraints to successful collaboration

3.4.3.1.a Evidence according to the individual interviews

Participants held strong opinions regarding ineffective collaboration within the multi-disciplinary team of teachers, teacher assistants, therapists and parents. Participants voiced the dire effects that deficient teamwork could have. Participant 1 placed the blame for unachieved mutual goals in the workplace on a lack of teamwork between therapists, teachers and teacher assistants (P1, p. 10, 37-41). Participant 3 deemed fragmented collaboration to be a challenging aspect of her role (P3, p. 5, 32) and believed that the learners’ education level is affected through a disconnected staff force (P3, p. 20, 25-27). Findings in this sub-theme discuss the constraints to effective collaboration namely variances in expectations between stakeholders, lack of access to professionals, variances in work ethic and conflicting teacher-assistant relationships.

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between teachers, parents and therapist are mainly due to differences in expectations. Participant 2 felt that high expectations from therapists, place pressure on her as a teacher in that she may not always be capable to do what therapists expect from her (P2, p. 3, 18-19). O’Shaughnessy (2015) explained how circumstances could pose challenges to successful collaboration between therapists and teachers, such as increasing demands placed on the teacher. In terms of collaboration with parents, participant 3 said, “The parent's expectations are also different

because like I said the rule book goes out the window when you get the diagnosis” (P3, p. 15, 9-

11). Participant 2 felt that parents who have unreasonably high expectations of their children places pressure on her as a teacher, which becomes overwhelming for her (P2, p. 3, 14-19). Parents’ unrealistic views of their children are not a local phenomenon. A Greek research study commented on parents downplaying worries and concerns regarding their children’s future and ascribing their children’s struggles to temporary difficulties unrelated to ASD whilst expecting their children to become fully integrated into society through the education process (Syriopoulou-Delli, Cassimos, Tripsianis, & Polychronopoulou, 2012). Participant 2 further explained that parents did not really understand their child’s autism or specific needs and would thus easily put pressure on teachers about unachieved goals like poor reading skills whilst the teacher may feel the child might never read (P2, p. 3, 14-17). Teachers may be blamed for their children’s social, educational and emotional problems if parents do not share the same values as the school (Lavian, 2015). Parents being unavailable for consultation also diminish quality collaboration according to participant 3. She mentioned the inability to discuss important matters with parents due to their frequent unavailability, impose barriers to good learner outcomes (P3, p. 5, 32-46).

Variances between teachers’ and parents’ expectations of their child with ASD, may be greatly ascribed to the planning of learner’s individual education plan that does not involve parents in SA, as in overseas countries (Bond et al., 2015; National Autism Center, 2009; Prior & Roberts, 2012). Therefore, the parents may not be fully aware of how their children’s strengths and weaknesses inform curriculum planning, which may lead to unreasonably high expectations of their child’s ability. Collaboration between teachers and parents can assist in the development of a common strategy that can clarify the goals that a child has to achieve (Syriopoulou-Delli, Cassimos, Tripsianis, & Polychronopoulou, 2012). Moreover, special education research has

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shown a positive link between parent collaboration and increased self-confidence of learners (Syriopoulou-Delli, Cassimos, Tripsianis, & Polychronopoulou, 2012). With social interaction and social communication being core deficits of ASD (APA, 2013), effective collaboration with parents becomes increasingly more important.

Lack of access to professionals: Educators gaining access to professionals such as doctors and

therapists increase collaboration and outcomes for learners with autism (Dunn, Constable, Martins, & Cammuso, 2016; Hart Barnett & O’Shaughnessy, 2015). Participant 3 expressed her frustration regarding not having enough direct access to the professionals and parents, which was one of her main work challenges. She described how it would benefit her learners if she could have access to the learners’ doctors to discuss how learners adjust and react to current medication (P3, p. 5, 32-46). Her concern is valid according to Dunn, Constable, Martins, & Cammuso (2016), who maintained that the collaborative ongoing nature of the school relationship is a critical component of the diagnostic, behavioural and clinical care process. The authors maintained that teachers and clinicians need to build a relationship based on communication with the family in order for the child to be seen in context. In addition, the clinician’s perspective of the learner’s educational goals can neutralize any conflicts between school and family (Dunn, Constable, Martins, & Cammuso, 2016).

Variances in integrity and work ethic: Findings emerged that variance in work ethic between

school staff members decrease uniform collaboration in working towards a common goal for learners with autism. Participant 3 maintained that staff should be there to serve the children, not their own interests. She continued to explain that one needs to have a very hard-working ethic to be able to work with learners with autism and not mind getting your hands dirty as sometimes you need to do tasks that are beyond your job description (P3, p. 16, 17-21) For participant 1, one of the challenges that she faces is that other staff members do not want to take responsibility and do what they are hired to do; it puts a strain on her to be busy following someone else around, which is challenging for her (P1, p. 9, 4-6). Participant 4, who highly values personality integrity in the workplaces, was of the opinion that differences in integrity between staff members pose a challenge for her in realising effective collaboration and was the least enjoyable aspect of her role (P4, p. 2, 39-41).

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Differences in integrity and work ethic between staff members will affect the amount of commitment and quality work staff put into realising the learner’s individual educational goals. Blue-Banning, Summers, Frankland, Nelson and Beegle (2004) explained that commitment entails team members having similar levels of loyalty to learners and their families and a common belief and commitment to the importance of learners with autism’s education goals. In addition, motivation to participate in professional development and implement learnt knowledge will contribute to successful school reform initiatives (Gorozidis & Papaioannou, 2014). As working with learners on the spectrum requires more collaboration between professional specialists than with other types of disabilities, stakeholders who have similar levels of integrity and work ethic would contribute to increased collaboration and more attained learner educational goals.

Conflicting teacher-assistant relationships. Findings confirmed that conflicting work

relationships between teachers and teacher assistants (TAs) deter the collaboration needed in order to support learners on the autism spectrum more effectively. Research highlights the importance of teacher and teacher assistant relationships since they collaborate continually during a school day (Dunlop, 2009). Participant 1 ascribed conflicting para-professional relationships in terms of the same race as undermining her capability in performing her task as a teacher, and viewed it as a major challenge that she is facing and the least enjoyable aspect of her role (P1, p. 8. 14-31). Participant 2 felt pressured that para-professionals want to learn, but do not want to receive professional development support from teachers (P2, p. 3, 16-18). Cultural differences between teachers and para-professionals may influence successful outcomes of autism specific interventions especially in the South African context. For example, participant 3 voiced that conflicting cultural views of feeding sometimes oppose that of autism-specific feeding interventions, which may conflict with occupation and speech therapy feeding interventions (P3, p. 16, 8-12). Research also noted that different languages spoken in the multi- disciplinary team impose barriers to effective collaboration (Dunn, Constable, Martins, & Cammuso, 2016). However, from the findings it emerged that cultural differences between professionals cause interventions to be implemented according to professional’s culture instead of being autism-specific.

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3.4.3.1.b Evidence according to the focus group discussion and collages

Variances in expectations. The variance in expectation between parents and teachers as

discussed by focus group 3 (C3, FG3, p. 3, 39-42.) linked to the teachers’ need for parents to acquire more autism knowledge, as was discussed in detail under sub-theme 3.1. The increase of parents’ knowledge on autism (Roberts & Williams, 2016; Saggers, et al., 2016; UKZN, 2010) and the inclusion of parents in their child’s individual education planning (National Autism Center, 2009; Prior & Roberts, 2012) will minimise the variances in expectation that is experienced by teachers. It will promote enhanced collaboration between teachers and families of learners with autism, which will ultimately benefit learners and teachers’ level of work adjustment and job satisfaction according to the TWA (Dawis, The Minnesota theory of work adjustment, 2005).

Lack of teamwork. Focus group 3 referred to the picture of medical care professionals wearing

different coloured scrubs in collage 3 and compared it to diversity within the school as well as the different teams that need to work collaboratively together, “I would like us to be one, to be a

team, a uniform, for the sake of the kids, because it's not about us, it's about the kids.” She

concluded that she does not experience this uniformity and adds that if all staff members are on the same page, the learners will benefit (C3, FG3, p. 4, 26-43). Focus group 3’s correlation between collaboration and attained learner educational goals and well-being, resonates with research (Carbone, Reynolds, & Kerr, 2014).

3.4.3.2: Sub-theme 3.2: Facilitating effective collaboration

3.4.3.2.a Evidence according to the individual interviews

Effective collaboration between stakeholders involve teachers, teacher assistants, parents, the community and health and government sectors working together in a uniform way to ensure the best interest of the child. Participant 3 propose increased collaborative communication in order

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for the learner to receive the best care (P3, p. 16, 12-13). “You cannot do this job alone” (P3, p. 14, 19-21) sums up the much-needed collaboration when working with learners with autism. Participants highlighted strategies that could facilitate effective collaboration between the multi- disciplinary team such as improved communication and similar levels of work ethic and commitment and parental management, in order to create a healthier, collaborative working environment.

Improved communication. Findings indicate that participants believe improved communication

will create a healthy working environment and collaboration. According to Participant 3, this is of paramount importance when working with children on the autism spectrum (P3, p. 8, 13-15). Dunn, Constable, Martins and Cammuso (2016) and Dunlop (2009) also emphasized improving communication between multi-disciplinary team members for increased collaboration. In the South African context, communication skills need to be adapted to suit a cross-cultural working environment. Participants 3 who voiced the necessity for high levels of communication amongst professional in the workplace in order to provide the best care for the learners indicated this too. She believes team building activities and knowledge sharing between professional will be beneficial for collaboration between members of a multi-disciplinary team (P3, p. 6, 15-21; P3, p. 19, 39-41).

Similar levels of work ethic and commitment. From the findings in sub-theme 3.1, it emerged that

unequal levels of work commitment and work ethic between team members hinder effective collaboration within the school. All members of the multi-disciplinary team need high levels of work commitment and work ethic in order to achieve the learners’ educational objectives. Low levels of work motivation amongst teacher assistants decreased participant 1’s job satisfaction and she desired that they have more commitment towards their role (P1, p. 14, 11-14). Participant 3 viewed commitment from each staff member as important for effective teamwork to happen. She called for staff members to display extrinsic and intrinsic motivation (P3, p. 9. 26) and a hard work ethic (P3, p. 20, 18-21) in order for good collaboration to happen. Claudia (2015) who found that employee motivation influenced optimal employee performance and the organisations’ ability to attain their goals validated participant 1 and 3’s responses. Therefore, in order to work together collaboratively in a multi-disciplinary team toward the educational goals

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of learners with autism, team members need to be motivated and committed.

In response to the researcher’s question of identifying qualities and abilities needed in order to succeed in this working environment, participant 4 mentioned that one needs a good work ethic since you are doing your own curriculum planning and you are left to your own devices (P4, p. 5, 28-29). Although good work ethic is required by all industries, it is particularly applicable to the role of being a teacher for learners with autism since curriculum planning is tailored to each learner. Therefore, necessitating teachers to be able to work autonomously at a complex level of curriculum planning. Hence, teachers who value autonomy, will most likely have more job satisfaction (Patton & McMahon, 2014) and be able to meet the requirements of the work role (Winter, 2009), but also be able to collaborate better with other team members.

Team work skills. Professionals working collaboratively towards the attainment of

developmental and educational goals of learners with ASD need to be able to work within a team:

You cannot have a dysfunctional team, because then you’ll have a dysfunctional school, and if nobody is on

the same page it’s difficult to react to things in a uniform way (P3, p. 15, 33-35).

Team building in particular is one of the most important aspects that participant 3 would like to develop through in-service training (P3, p. 20, 4-6). In addition, participant 3 urged for training for all staff members on professionalism and boundaries, “ because there's a lot of things you'll

be expected to do if you work with autism that you wouldn't be expected to do at a different school” (P3, p 20, 7-9). For participant 5, it was important for team members to have a good

understanding of each other and be on the same page in order to work with learners on the autism spectrum, as it would contribute to good working conditions. However, it became increasingly more difficult for participant 5 to work with learners on the autism spectrum when management and colleagues are also difficult (P5, p. 8, 23-28). Participant 2 also ascribed good relationships with team members in the multi-disciplinary team to improved working conditions (P2, p. 4, 37). By sets of people, participant 2 implied the teacher assistants, therapists and management. Participant 2 and 5’s responses indicate a need for better team working skills between team members. Participant 3 sheds light on how good team work can be accomplished through

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managing the personal dynamics within the team, fostering healthy relationships and good communication lines with team members through dropping any pride and prejudices (P3, p. 15, 31-45). Participant 3 deemed it important for team building activities to consider cultural differences between professionals in order to promote increased collaboration between staff despite differences in ages, cultures and backgrounds (P3, p. 6, 19-21; P3, p. 15, 21-23; P3, p. 19, 37-41). Bevan-Brown, et al. (2012) proposed that autism-related PD programmes should be culturally relevant and facilitate team interaction and collaboration.

Taking into consideration that the education of learners on the autism spectrum requires more collaboration than in other teaching settings, high motivation levels, good communication and teamwork skills and a passion for teaching are imperative for professionals working in the autism educational field (Richardson & Watt, 2010, as cited by Claudia, 2015).

Parental management. Knowledge in how to work with parents will also facilitate collaboration.

Participant 3 maintained that it is imperative to manage boundaries when dealing with parents and training in parental management would be beneficial (P3, p. 15, 3-5). Participant 4 highlighted the need to display high amounts of empathy with parents and what they may be going through, in order to increase understanding and improve collaboration. She maintained that understanding where the parents were coming from was more imperative than understanding where the child with autism comes from (P4, p. 5, 25-28). Increased collaboration with parents is beneficial for assisting parents to understand how autism affects their child and impacts on their learning and development strategies that would assist their child (Dunlop, 2009). This will also increase parents’ knowledge of autism, which was indicated as one of the teacher’s career development needs in sub-theme 2.1

3.4.3.2.b Evidence according to the focus group discussion and collages

Focus group 3 mentioned that increased collaboration between therapists, teachers and teacher assistants could be achieved through increased teamwork and cooperation (FG3, C3, p. 5, 38-50) which has been discussed in detail under 3.4.3.2

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