Carer Driven Inquiry Based Exploring and Solving for Authentic Learning

Inquiry Based Learning premises facilitation of questions around problematic scenarios. Participants engage in research to find answers followed by further questioning of found information to deepen the research and to arrive at a in depth understanding and answer to the problem initially presented. 

Inquiry Based Learning is best when it arises naturally and organically in the situation. Thus the inquiry is authentic and organically driven by the need of participants to want to find a solution to a real world problem that is relevant to their immediate world - the world of disability supports. 

The approach came about through an issue raised by one of the participants and prompted input from all participants drawing from their experiential knowledge. This has led to a drive to further do research outside of the session to clarify information in order to make an informed decision.

In this particular scenario, inquiry centres around getting supports from a school where a child has been recently diagnosed with a disability. The parents of the child had historically been trying to ask for supports from the school knowing their child's particular needs and suspected diagnosis prior to diagnosis. This was met with little to no supports put in place from the school's end.

What's driving the research and the exploration of solutions is based on the contextual scenario and the factors influencing the current situation.

Research will take place to solve:

- What are the first steps to ascertaining supports from the school?

- How do I organise a meeting with the classroom teacher, Principal and other relevant staff?

- What is an IEP? 

- Does the child qualify for funding support?

- What is the policy the obligatory requirements of the school? What happens when this is not met?

- Knowing the "field of play", thinking critically, what is the best course of action to get the best result for the child with disability and their family?

Further questions that will drive and deepen understanding, which have arisen from the initial inquiry, that will benefit the learning and empowerment of all participants is:

- What are the different acronyms in a schooling context and what do they mean - SC, SP, SDD, IEP, PLP etc? It was noted in the session by one of the participants that use of terminology and policy language will give parents positional strength and focus in their advocacy, further provide and steer the school in the correct direction for supports. 

- What accommodations can be asked for within the school and what will they look like?

- Can some of the support accommodations at home be integrated to the school setting for comfort and familiarity?

- How often do review meetings of supports need to occur?

Discussion of findings will be shared with the group in the following sessions to collectively learn and support an informed decision moving ahead.