Évaluation de la perception des intervenants 
de la mise en œuvre d’un modèle d’équipe de soutien à l’enseignant pour intégrer les services à l’école en contexte inclusif

Schools, the world over in general face multi dimensional needs of students experiencing challenges. Such students have traditionally been integrated in classrooms with other children. The Teacher Support Team model enhances the teacher’s capacity to be effective and the student’s ability to learn.  However, this model is not used, widespread or known in Canada.   Numerous studies describe that students present with increasingly complex issues but do not benefit from the resources available due to a lack of training of the specialists in this area and within the schools themselves.  A collaboration and co-operation approach is essential to ensure student success.  Integrated services are perceived as a means to work within the partnership but many challenges seem to prevent the cooperation and collaboration of the school personnel and community partners.   This research project focuses on a model which supports the classroom teachers using practical day-to-day practical strategies. This model was implemented in the French Public School Board in Southern Ontario. In 1970, such teams were created in view of supporting the classroom teacher and to avoid placing children in special education classes. The same goals continue to exist in 2010.  This model allows one to integrate community services in the classroom and community school always in view of increasing the chances of student success. A school based coordinator ensures the connections, coherence and the implementation of the recommendations made by the specialized team.   The results of this supportive and integrative model encouraged us to comprehend that the model was effective in achieving its goals. In a general manner, the school personnel reaffirm that they were supported by such integrative team members in their professional training, the colloquies held and the discussions as well as through supportive professional documents provided.   It is noteworthy that the teachers heavily stressed the real collaboration and the team effort that existed between the professional team members and school personnel as well as the team personnel that ensured follow-up and the implementation of goals, tasks and strategies on which the team agreed would be implemented.   Challenges such as the multi dimensional role of the coordinator, the expansive geographical area of the Public French School Board and the varying and sometimes opposing perspectives between the parents and the school board were all noted.   However, even when considering such challenges which were dealt with, the implementation of this supportive/integrative model for teachers was proven to be a means of meeting the students’ needs in the classroom while having the teachers not feeling alone or isolated in their tasks nor their having to assume such difficult tasks independently and feeling isolated and unsupported.

Keyphrases: Collaboration, Inclusion in the schools, Intergrated services, Collaboration and consultation, Outcomes of integrated services in schools, Partnership school and community, Inclusive education