Why the people already in your child’s life might just need a way to work together
You find the right OT. You get a great teacher. The speech therapist has a plan. On paper, everything’s in place. But in practice? The OT doesn’t know what the teacher is doing. The teacher hasn’t seen the speech therapist’s report. And you’re the only person connecting the dots, relaying messages, re-explaining, holding the whole picture in your head because nobody else is. It’s exhausting. And the research says it’s also the thing most likely to be limiting your child’s progress.
73% Better Outcomes. Not From More Therapy. From Connection.
A major meta-analysis in JAMA Pediatrics found that when a child’s support team actively coordinates (sharing strategies, aligning goals, tracking progress together) the chance of meaningful improvement rises to 73%. Not from new interventions. Just from making sure the people already involved are actually working together.
This matters especially for children with learning differences. A skill practised in the therapy room doesn’t automatically transfer to the classroom. If the teacher doesn’t know the strategy exists, or is using different cues, even excellent therapy can stall. That’s not your child failing. That’s a gap in the system around them.
And it cuts both ways. Teachers often want to involve parents more closely, but the mechanisms just aren’t there. Contact ends up being a rushed chat at pickup or a termly report. The willingness exists on both sides. What’s missing is a simple way to make it happen.
What You Can Do
Ask your child’s team one question: do you have a way to share information with each other, not just at annual reviews, but week to week? Can the OT’s recommendations actually reach the classroom? Does the teacher know what the therapist is working toward?
If the answer is no, that’s the gap to close. You need the people already in your child’s life to be connected.
If you’re tired of being the go-between, Dalza gives your child’s whole support team (teachers, therapists, and you) one shared space to stay aligned. No more re-explaining. No more lost reports. Teachers and therapists join for free.
We spend so much energy finding the right people for our children. The next step is making sure those people can actually talk to each other. That’s where the real gains are.
Asarnow, J. R., Rozenman, M., Wiblin, J., & Zeltzer, L. (2015). Integrated medical-behavioral care compared with usual primary care for child and adolescent behavioral health. JAMA Pediatrics, 169(10), 929–937.
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