Excerpted from Resourcing: Handbook for Special Education Resource Teachers.
Resourcing Being a Liaison
Stepping into the role of liaison may be new for you. However, you probably are already being asked to provide this service to some degree. By liaison, I mean acting in the role of intermediary between some agency or organization and your school, special education program, and/or students. This role can be carried out in a number of ways, depending on the specific service to be provided and/or the group or organization with whom you are working.
The kind of liaison services you provide will also be based on your school's policy regarding contacts with outside services. Before you consider this role, you must consult with your principal and/or supervisor regarding how you might be a resource in this area. It is important for this person to know what things you are doing as you start and continue in this role.
A good example of how you might be a liaison is working with Juvenile Probation with regard to a student of yours who is involved with this agency. You can be a contact in the school for the probation officer who will check on the student's progress and attendance in school. You can also advise the probation officer of any meetings with the student in which the officer's attendance would be helpful.
Acting as a liaison to camps, clubs, and organizations could also be beneficial. Often parents and students are unaware of free or low-cost activities for students with disabilities. You might develop or obtain copies of listings of such camps, activities, and clubs and share it with parents.
Remember also that many organizations and agencies can be a resource to you. A representative from an organization such as Big Brothers or Big Sisters might be an excellent speaker at a faculty meeting. Many organizations also have useful printed information that can be shared with staff and parents. Since many clubs have community service projects, you might be a contact for them in terms of identifying worthwhile projects.
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