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  • 1. Welcome BackThis final module of the course has been created to enable you to analyse consultative and collaborative working practices and strategiesin your own school.In schools there are many roles, each of which carries its own expectations and mandates. We will be referring to these roles asstakeholders throughout this module. There are huge variations in each stakeholders levels of accountability, motivation, power, interestand responsibility - not to mention the differences in their personalities, professional priorities, communication styles, knowledge,training and experience.In schools there are many roles, each of which carries its own expectations and mandates. We will be referring to these roles asstakeholders throughout this module. There are huge variations in each stakeholders levels of accountability, motivation, power, interestand responsibility - not to mention the differences in their personalities, professional priorities, communication styles, knowledge,training and experience.Why are these factors important? Often the provision for children with special educational needs involves a larger number ofprofessionals, from class teachers and teaching assistants to head teachers and educational psychologists. Each stakeholder brings theirown understanding of what will serve the childs needs best, some with a high degree of influence over decisions; some with very littleinfluence over decisions at all. A further difficulty is the amount of time some professionals spend with these children - some know thechild extremely well and spend large amounts of time with them; others barely know the child at all. On top of this is the individualculture of each school and the values that it holds central which can have either a limiting or empowering affect upon the workingassumptions of each stakeholder and the relationship they will have with each other. One of the real challenges of working in a schoolenvironment therefore is negotiating these factors and understanding how they can heavily influence the collaboration that is so crucial inproviding a comprehensive programme of interventions for children with SEN.As in the first two modules, this module is split into two blocks; the first will lead you to presentation and the second will lead you to theassignment.The suggested timeline for this first block is:Weeks 1 and 2 - Discussion tasks and group negotiationWeeks 3 and 4 - Individual and group activityRemainder of block 1 - Presentation preparation