EPSY 326 Presentaiton
Upcoming SlideShare
Loading in...5
×
 

EPSY 326 Presentaiton

on

  • 554 views

 

Statistics

Views

Total Views
554
Views on SlideShare
529
Embed Views
25

Actions

Likes
0
Downloads
11
Comments
0

1 Embed 25

http://leblanjo.wordpress.com 25

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

EPSY 326 Presentaiton EPSY 326 Presentaiton Presentation Transcript

  • Chapter 11 Related-Services Personnel, Resources, and Technology
  • Resources for Learning
    • People
    • Places
    • Things
    • Alone we can do so little, but together we can do so much
    • ~Helen Keller
  • Resources For Learning
    • Teachers are effective catalysts for learning
    • Ability to match resources with the students interests and needs
    • Collaboration creates opportunities
    • Networking Is Key
    • Technology
  • Related Services and Support Personnel as Collaborators and Facilitators
    • All Members of Society have the responsibility to teach children.
    • A Typical Community has three kinds of agencies for education.
          • Informal
          • Non-formal
          • Formal
    • Schools are required by the Individual Disabilities Education Act to provide an array of service for students with disabilities.
  • Related Services and Support Personnel as Collaborators and Facilitators
    • Collaboration is essential for identifying needs or problems and for exploring program adaptations.
  • Related Services and Support Personnel
    • Adaptive Physical Education
    • Art Therapy
    • Assistive Technological Devices/Services
    • Audiology
    • Counseling
    • Custodian
    • Dance Movement
    • Food Services
    • Media/Library/ Technology Specialists
    • Medical Diagnosis
    • Mentors/Apprenticeship supervisors
    • Music Therapy
    • Occupational Therapy
    • Other Aides
    • Para Educators
    • Parent Counseling Training
    • Parent Volunteers
    • Physical Therapy
    • Reading Specialist
    • Recreational Services
    • School Health Services
    • School Psychologist
    • Secretarial/Receptionist Services
    • Security Services
    • Senior Citizens
    • Social Work Services
    • Special Education Administration/Supervision
    • Speech/ Language Services
    • Student Teachers
    • Transportation (bus/cab) Services
  • Related Services and Support Personnel as Collaborators and Facilitators
    • Services such as those displayed in the previous slide are tapped to provide appropriate education programs for children having disabilities that range well beyond the traditional concept of basic education.
  • Recommendations for Schools
    • Do not reject parental requests
    • Separate related services obligations under idea from those under section 504
    • Determine the schools obligation on a case by case basis according to the students defined disability
    • Distinguish between reasonable benefits and optimal education
    • Follow due process considerations carefully to avoid ground for an appeal.
  • Transition Services
    • What is a transition?
    • There are different types of transition in a students life
        • In and out of Preschool
        • Transition from elementary to Junior High or Middle School and to High School
        • From High School to Work or to Post Secondary
    • Transition is most often used to indicate a change from school to adult living. This means going on beyond job acquisition, to independent living, community participation, and financial management
  • Transition from School To Work
    • Not one parent, teacher or counselor can adequately provide all of the necessary assistance. A team effort is needed by every party contributing services for the welfare of the students.
    • Transition Services are to be created. They must include: Instruction, related services, community experiences, employment, and adult living objectives,
    • Teachers must now develop ITP ( Individual Transition Plans) These assess career interests and help them focus on career possibilities.
  • Roles for Related-Services and Support Personnel
    • There are two transitional service providers in school
        • Vocational Educational Teachers
        • School Counselors
    • Planning is to be coordinated among special education, vocational education and out-of-schools adult service agencies.
    • Students and their families must be collaborating participants in the discussions
  • Roles for Related-Services and Support Personnel
    • IDEA stipulates the need for setting transition goals and interagency linkages and for the integration of these into the IEP.
    • Linkages are made before the student exits the school environment.
    • School administrators are responsible for facilitating the collaboration, outlining roles and responsibilities and designating resources.
  • Roles for Related-Services and Support Personnel
    • Related Services and Support Personnel for students include
          • Transportation
          • Speech Pathology
          • Audiology
          • Psychological Services
          • Physical and Occupational Therapy
          • Counseling
          • Library
          • Medical and School Health
          • Social Work
          • Parent Counseling and Training
          • Cultural Agencies
          • Transition to Work and Internship Supervisors
  • Roles for Related-Services and Support Personnel
    • Special resources from outside of the school include a multitude of other roles ranging from:
          • Scout Leaders
          • 4-H Leaders
          • Private Music and Art Instructors
          • Synagogue or Church-School-Teachers
          • Speakers
          • Mentors
          • Tutors
          • Judges of Events and Products
          • Community Partners
  • Roles for Related-Services and Support Personnel
    • An overlooked source of help that schools are learning to value are senior citizens, including grandparents of the student. Seniors are used to instruct, demonstrate, relate experience, and model for children and youth.
    • Another source of help is with student learning is other students. Cooperative and collaborative learning activities, peer tutoring, and coaching gives students the chance to share their own knowledge and provide services to others.
  • Roles for Related-Services and Support Personnel
    • Teachers find it useful to have a resource notebook. ( see handout)
    • Ensure that the notebook is reviewed and updated annually
    • Each school has a number of ancillary personnel. These include:
          • Food Service
          • Para-educators
          • Secretaries
          • Transportation Staff (Bus Drivers)
          • Custodians
          • Volunteer Aides
  • Integrating Efforts Through Collaboration
    • Insert Handout Here
  • Using Library and Media Resources
    • BECOME GOOD FRIENDS WITH THE LIBRARIAN
        • The library is a room in the school that is rich with resources, which could make your life easier as a special education teacher. Some resources the text suggests includes:
            • ERIC
            • Educational Index – an index of titles and citations arranged by topics headings and authors heading
            • CompuServe
            • Educational Journal and Reviews Vockell and Asher (1995)
  • Consultants as Coordinators for an Array Of Services
    • In a collaborative environment labels and roles are relatively unimportant. The service provided for a child determines the role.
    • Schools have many natural, untapped pools of skills and interests across a wide range of unassigned areas. When teachers can form teams and move among roles, positive ripple effects occur.
    • IE) Increased adult to pupil ratio in a learning program and ability and the ability of the school to provide more personalized instruction.
  • Facilitating Appropriate Support Services
    • Become knowledgeable about the roles and responsibilities of support personnel.
    • Strive for IEP and informal learning plans that include all facets of learning and involve all roles the will help the student succeed
    • Within the bounds of necessary confidentiality and ethical school practices, ask support personnel for their viewpoints and opinions about helping students with special needs
    • Inform them about the consultation role, schedule, and responsibilities
    • Monitor the students performance across all kinds of school, home, and community learning in a variety of situations
    • Provide time in the teachers schedule for co- planning, co-teaching, and following up
    • Show ongoing support for inclusionary practices
    • Include support services personnel in staff development activities, encouraging their involvement and collaboration
    • Include support-services personnel in staff development activities, encouraging their involvement and collaboration
    • Have Specific in services for them to provide awareness and encourage collaboration.
  • Other Ways To Create Effective Collaboration
    • This can be achieved through
        • Home-School- Community Networks and Councils
          • These are cross-agency collaborators. They consist of education and human services providers as well as other child and family based providers. They come together to identify problems, needs and wants within a school and try to figure out ways to improve or implement them. They provide mostly recreation, entertainment and informal education. Their main focus is the ‘curriculum of the community’
  • Interagency Coordination of Related and Support Services
    • Service providers must step outside of their boundaries to do what needs to be done for the student.
    • It is a challenge for educators to from new paradigms that decompartmentalize services for students with special needs.
    • Go out and talk to the community centers, devote more time to families and outside resources.
  • Grant Proposals
    • Money is always needed
    • The most welcomed resource that school personnel can contribute to is a funded grant proposal.
    • Money is available through
          • Federal and State Funds
          • Private Donations
          • Foundations
          • Local Businesses
          • Fund-Raising Activities
          • Corporations
  • Grant Proposals
    • When a grant proposal is funded the benefits soar! More monay and resources become available for carrying out projects that were only dreams and wishes
    • It is an energizing and morale boosting effect that can reverberate through a school system.
    • School Consultants and collaborators, who have significant professional development abilities are the ideal individuals to seek funding.
    • School divisions need to designate those who are the most experienced to seek grants.
  • Preparing for the Proposal/Evaluation of the Proposal
    • Identify a need
    • Explore the research base
    • Get together a team
    • Identify possible funding sources
    • Obtain the guidelines
    • Design the project
    • Create a budget
    • Interagency collaborative support
    • Establish contact with the funding agency
    • Meet the deadline
    • Identity
    • Topic
    • Funding level
    • Duration
    • Plan
    • Procedure
    • References
    • Identity of the developer
    • Budget
    • Consultants
    • Format
    • Double Check
  • TECHNOLOGY IN COLLABORATIVE SCHOOL ENVIRONMENTS
    • Technology is revolutionizing the process of consultation, collaboration, and teamwork in school settings.
    • Educators in technology rich environments are able to engage in many of their collaborative efforts continuously throughout the day without leaving the classroom.
  • Electronic Technology for Managing Responsibilities
    • Messages sent at the convenience of one party while others read and respond to them at their convenience
    • Databases and information on student progress stored in a file-server and accessed by any team member at a convenient time
    • Notes added by team members that keep everyone on the team apprised of information or items of concern
    • Computer adaptation of assignments by teachers or resource personnel for meeting students needs
    • Copies of special instructions or worksheet sent by a consultant in one building to a teacher in another by way of FAX (OLD)
  • Telecommunications and Electronic Networks
    • LAN/WAN
    • E-Mail
        • A teacher could prepare and adapted assignment or test and send it to the appropriate EA and it could be sitting there waiting to be accessed at the appropriate time.
    • Google Docs/Word Processors
        • Could be preparing a lesson and sending it to another person for them to make changes. Or access Google docs and you can all do it at the same time!
  • Electronic Schedulers
    • Outlook
    • Google Calendar
    • Set reminders and alarms
    • Sharing Privileges
  • Other Types of Technology
    • FAX ( Facsimile)
    • Monitoring Student Records
        • Database (access)
          • A teacher may decide to set up a database on a load of students. They could all have the students contact info, age, grade, disability, and then a notes section where new information could be entered as it develops.
    • Grades and Attendance
        • Maplewood
        • ThinkWave
        • Spreadsheets
          • Final grades can be figured automatically. Some Schools have their own systems.
  • Other Types of Technology
    • Communication
        • Email
        • MSN
        • SKYPE
        • Teleconferencing
  • Other Types of Technology
    • Computerized IEP’s
        • Software programs have been developed to produce IEP’s.
        • These programs are databases that tailored to the needs of the Special Education Professional
        • They Usually contain and IEP form an a collection of suggested annual goals and short term objectives
        • Critics argue that the goals and objectives provided are isolated skills that are not relevant to an individual student or inconsistent with the local school curriculum.
  • Other Types of Technology
    • Electronic Portfolios
    • Adapt Materials and Tests
    • Preparing Reports and Other Written Products
        • Develop Templates
        • Checklists
    • Technology is used to save teachers time and labour
  • Simple Technology In our Classrooms
    • Phones
    • Fax Machines
    • Video and Teleconferencing
    • Databases
    • To ensure that you are effectively using Technology Participate in
          • School wide planning groups
          • Have a role model
          • Engage in collaborative activities where technology is being used
          • Talk to the IT specialist as often as needed.
  • TIPS FOR USING RELATED SERVICES PERSONNEL
    • Don’t try to do it all by yourself
    • Develop rapport with the librarian and give notice on upcoming events well in advance
    • Keep remarks about colleagues positive and professional, if you need to vent use a journal at home
    • Advertise successes
    • Do not expect the same level of involvment and commitment from everyone
    • Make sure that all documents that you send are secure
    • Join a computer users group
    • DON’T GO AT IT ALONE
    • ?