Mircea

Content of the Presentation Part 1 Introduction Family Background Educational History Educational Experience Role Playing IFSP meeting Part 2 Our suggestions for the new educational setting Questions & Discussion

Part 1

Introduction

Family Background

Educational History

Educational Experience

Role Playing

IFSP meeting

Part 2

Our suggestions for the new educational setting

Questions & Discussion

Introduction to the “cast” Mircea Ms. Harper – first general ed. teacher Ms. & Mr. Popescu – Mircea’s mother Ms. Ramona – interpreter, spec. ed. student Ms. Goodheart – second general ed. teacher And the others…

Mircea

Ms. Harper – first general ed. teacher

Ms. & Mr. Popescu – Mircea’s mother

Ms. Ramona – interpreter, spec. ed. student

Ms. Goodheart – second general ed. teacher

And the others…

“ Line up, it’s time to play outside! Everybody line up!” Ms. Harper, the pre-K teacher noticed that all children are grouping to line up, except for one. She calls Mircea again “Myrcia, come line up with everybody else”. “I don’t understand… Why doesn’t he look at me when I call him? Doesn’t he hear me? Why doesn’t he line up like everybody else? Why isn’t he like everybody else…?”

“ Line up, it’s time to play outside! Everybody line up!” Ms. Harper, the pre-K teacher noticed that all children are grouping to line up, except for one. She calls Mircea again “Myrcia, come line up with everybody else”. “I don’t understand… Why doesn’t he look at me when I call him? Doesn’t he hear me? Why doesn’t he line up like everybody else? Why isn’t he like everybody else…?”

Mircea 4 years old boy from Romania Big brown eyes Only child of a loving family

4 years old boy from Romania

Big brown eyes

Only child of a loving family

Educational history No previous educational history back in Romania Raised by his grandmother Never interacted with other children

No previous educational history back in Romania

Raised by his grandmother

Never interacted with other children

Family background Came from Romania with a lottery to work First time experience with English language, free language courses Mother works as a cook at hospital cafeteria, father works in constructions

Came from Romania with a lottery to work

First time experience with English language, free language courses

Mother works as a cook at hospital cafeteria, father works in constructions

Educational Experience Need for a placement since both parents are working First educational setting –Ms. Harpers pre-K classroom First day in school Raising complaints about Mircea Noncompliance, lack of interaction, behavior problems: hitting, screaming, lack of eye contact

Need for a placement since both parents are working

First educational setting –Ms. Harpers pre-K classroom

First day in school

Raising complaints about Mircea

Noncompliance, lack of interaction, behavior problems: hitting, screaming, lack of eye contact

Educational exp. (cont.) First referral with a “quick” evaluation Multidisciplinary team Low scores on social domains Passive involvement of parents Lack of interpreter Parents received limited information from the team members Eligibility for autism class

First referral with a “quick” evaluation

Multidisciplinary team

Low scores on social domains

Passive involvement of parents

Lack of interpreter

Parents received limited information from the team members

Eligibility for autism class

Educational Exp. (cont.) In the autism class: Parents hope for the best Mother raising concerns about Mircea’s behaviors: hitting, screaming, loosing his language abilities Mother pays a visit to school Mother meets Ms. Popescu and an advocate group Appeal to school First referral with a “quick” evaluation Passive involvement of parents Placement in autism class

In the autism class:

Parents hope for the best

Mother raising concerns about Mircea’s behaviors: hitting, screaming, loosing his language abilities

Mother pays a visit to school

Mother meets Ms. Popescu and an advocate group

Appeal to school

First referral with a “quick” evaluation

Passive involvement of parents

Placement in autism class

Educational exp. (cont). A through evaluation; Interdisciplinary team, weekly meetings Classroom observations; lack of language ability, imitation of peers for communication purposes, cultural differences, lack of experience in a classroom setting Information gathered from the parents Assessment; scores app. 2 S.D. below average New diagnosis; mild intellectual disabilities Call for a new meeting

A through evaluation;

Interdisciplinary team, weekly meetings

Classroom observations; lack of language ability, imitation of peers for communication purposes, cultural differences, lack of experience in a classroom setting

Information gathered from the parents

Assessment; scores app. 2 S.D. below average

New diagnosis; mild intellectual disabilities

Call for a new meeting

Educational exp. (cont.) IFSP meeting; Active participation of parents Presence of an interpreter, Ms. Ramona Presence of general education teacher, Ms. Goodheart, special education teacher, school principal, district supervisor, speech pathologist, ESL teacher, occupational therapist, and a member of the advocate group

IFSP meeting;

Active participation of parents

Presence of an interpreter, Ms. Ramona

Presence of general education teacher, Ms. Goodheart, special education teacher, school principal, district supervisor, speech pathologist, ESL teacher, occupational therapist, and a member of the advocate group

Suggestions for the new educational setting Inclusive setting Pre-K general education classroom with special education support services Behavior support plan Conducted by the special education teacher and a paraprofessional Both at school and at home Special education support Part time special education teacher

Inclusive setting

Pre-K general education classroom with special education support services

Behavior support plan

Conducted by the special education teacher and a paraprofessional

Both at school and at home

Special education support

Part time special education teacher

Suggestions (cont.) Collaboration Active collaboration of interdisciplinary team members facilitated by a team member Meetings every two months for IFSP progress report Developmentally Appropriate Practice IFSP goals written with the consensus of team members Reflecting family expectations Focusing on communication and social interaction skills

Collaboration

Active collaboration of interdisciplinary team members facilitated by a team member

Meetings every two months for IFSP progress report

Developmentally Appropriate Practice

IFSP goals written with the consensus of team members

Reflecting family expectations

Focusing on communication and social interaction skills

Suggestions (cont.) Language support Provided by ESL teacher and speech language pathologist Focusing on grammar and pronunciation Parental Support Regular home visits for active involvement of both parents Informing parents on their parental rights Providing information on behavior management

Language support

Provided by ESL teacher and speech language pathologist

Focusing on grammar and pronunciation

Parental Support

Regular home visits for active involvement of both parents

Informing parents on their parental rights

Providing information on behavior management