1 Today’s Agenda Housekeeping/Updates Review Person-Centered Planning Entry/In-Class ActivityReview Person-Centered PlanningAbility AwarenessPresentations from the ReadingsFamilies, Parents, & CultureMonday, April 4th we will have a guest lecturer, candidate for the SPED Department Chair positionMay 18th….Mark your calendars….No class because….
2 Graduate School of Education is hosting an Educator Recruitment Fair Where?Smith Memorial Student Union BallroomWhen?Wed. May 18thWhy?Lila wanted to make sure you had the chance to join district representatives to:Review & refine your resumeParticipate in mock interview opportunitiesCost? None…Free to PSU, GSE Teacher Candidates!
3 Strength-based shared understanding of : Ongoing Comprehensive Implementation:WraparoundFunctional AssessmentPerson-Centered PlanningStrength-based shared understanding of :Values, Long-term Goals, Current Programs, Possible variables influencing behaviorsFBA Identifying:Routines, Setting Events, Antecedents, & Functions of Interfering BehaviorsCollaboratively Outline Behavior SupportsPlan that speaks with “One Voice”Consistently Implement, Monitor, Evaluate, COMMUNICATE
4 Characteristics in Common Focus person present and contributes to plan that will be meaningful for him/her.Focus Person empowered, not directed or controlled.Team members are invited as “guests” of the focus personThe goal is to support focus person in developing capacities and finding a place in the community where they can belong in a meaningful way.
5 Characteristics in Common Facilitator guides the meetingsTeam of support is individualizedPlan uses an open-ended approachTeam members support focus person and ensure that plan is implementedTeam of support = impt to identify how each member of the team fit into the student’s life
6 Graphic Frames Typically Used During a Person-Centered Planning Meeting 1. Developing a vision for the future. 2. Developing an understanding of where the team is now 3. Identifying who the important people are in the student’s life 4. Identifying where the student goes and what he or she does in a typical day 5. Discussing significant health concerns
7 Graphic Frames Cont’d6. Reviewing positive and negative issues from the individual’s history 7. Examining the types of choices available to the student in the home, school, and community 8. Discussing the behaviors that cause the student to gain or lose respect among peers and adults 9. Identifying strategies that are effective and ineffective in supporting the student
8 Graphic Frames Cont’d10. Clarifying the hopes and fears of the team members11. Assessing barriers and opportunities that might affect the success of the team12. Assisting the team to identify critical themes identified in the process and that must be in the future of the team13. Facilitating the team to identify goals for the future that are positive and possible.14. Supporting the team members to commit to some first steps in pursing those identified goals.
9 Establishing the student’s voice in the planning process Consider…?How student expresses needs, wants, choices during planningIf extra time to comprehend information and communicate personal perspective is neededIf support from another person(s) is needed to enhance communicationIf special arrangements are needed to participateShorter meeting time or different non-meeting formatActive role in meeting (e.g., facilitate, introduce team, etc.)Uses alternate form of communication (e.g., assistive/augmentative device, sign language/gestures, etc.)Yes/no response………………………. Initiate/respond to questions
10 Preplanning tools for students and their families/caregivers Life history mapHighlights, events, milestonesLife map“Who am I” in pictures (e.g., slide show, poster board, photo album)Pre-meeting interviews & observationsStudent-led meeting preparationNOWBirthMy life NOWMy life in 5 years
12 Putting it all together CommunityHomeGoalsSchoolWork
13 How would you set up a person-centered planning session for one of your students? Who would be invited?How would people be invited?Schedule?When/Where?Remember: Person-centered…..think about the student
14 Team Members and Roles Adapted Physical Education (APE) Teacher Provides adaptations to regular PE program to promote student participationAudiologist: Identifies types and degrees of hearing loss and provides equipment guidelinesFamily Members & Student: Experts in student and stakeholders in their futureGeneral Education Teacher: GE content expert, collaborates to instruct student
15 Team Members and RolesNurse: information source for the team on student’s medical conditions, performs & trains staff to do specialized medical procedures (e.g., tube feeding, catheterization)Occupational Therapist: Promotes optimal physical functioning (fine motor, sensory motor), suggests modifications/supportsPhysical Therapist: Same, but gross motor, positioning
16 Team Members and RolesOrientation & Mobility (O&M): specialized training in visual functioning in mobilityPsychologist: evaluator of student’s intellectual and adaptive abilities and interpreter of evaluation results, may provide suggestions for reducing student behaviorsSocial Worker: facilitates access to services and establishing linkages between school and community programs
17 Team Members and Roles Speech-Language Pathologist: Provides instruction in the area of communication, language, speech.Provides suggestions and instruction with AAC devices.Expertise in oral motor and feeding skillsSpecial Education Teacher:Provides specialized teaching strategies, provides and implements adaptations
18 Connection to IEP Education/School a part of person’s life Consistency acrossBehavior supportSkills training (generalization/adaptation of skills)Communication systemsPlanning team members
19 PC-Planning Role in Support Planning Personally valued outcomes that address contextual issuesBroader view of the student that takes into account larger issues that affect student (student/family/agency views, funding, disability, community supports)Ensures interventions match students needs/valuesProvide perspective on historical and present setting eventsIncrease buy-in on the plan from all stakeholdersIdentify culturally relevant methods of supportIncreases likelihood of the plan being effective
20 What can I do to integrate these strategies to design comprehensive supports? Think outside of the box (school walls) to support students within school walls!Collaborate with school counselor, school psychologist to connect with community agencies (Mental Health, Social Services, etc.)Encourage collaboration with family/agencies in school/classroom…invite them to classroom/meetings, etc. RESPECTFULLY EXPECT THEM TO BE INVOLVEDWhen doing a comprehensive support plan work to get everyone on team speaking with “one voice” (linked function-based strategies) to student.
21 How can I incorporate Person-Centered Approaches for all of my students? Encourage students and their family/guardians to be involved in planning.Empower students to set goals and plans to attain them. They can track their own progress; outline supports, etc.Think “functionally” and from the student’s perspective (what is the student seeing/hearing)Provide structured choices and encourage students to take ownership and leadership within classroom/school.
22 Ability Awareness Alternatively called “disability awareness” Lessons, activities, discussions that teach students & staff about individual abilitiesFacilitates a dialogue about overall respect & dignity
23 Basic Idea around Ability Awareness Should emphasize that we are all people first &We all want to be treated fairly and have opportunities like everyone else
24 Teaching individuals to value similarities despite individual differences AbilitiesAppearanceCultureLanguageSocioeconomic status (SES)Other differences (e.g., religious, sexual orientation, etc.)
25 Who conducts AA activity? Best case= Gen Ed teacherDefault= special educator, speech therapist, OT, PT, VI specialists, Mobility specialists
26 Where & When to facilitate an AA activity When a student is moving to a new classroomNew situation concerning the student (e.g., new wheelchair, new equipment, new life situation)Whole classroom, small group (e.g., social club, peer mentors), staff meetings, collaborative planning meetings with staff
27 Why?All students & staff should be taught expectations on how best to:InteractWork withPlay withAdvocate for& talk about people with disabilities in a respectful manner
28 Families, Parents, Culture Promote Family Involvement—Why?Ways that parents can be involved in the school community?Parenting: may be assisted with obligations & home support for learningCommunicating: receive & respond to school infoVolunteering: classroom, school events, support other parentsExtending learning in home: extend learning in class/school to homeDecision making: school governance, policyCollaborating in the community: community efforts & partnerships with schoolEncourage participation, but remember that it is their choice.
29 Establishing partnerships with families Should be a goal of yours as a teacherConsider definition of “family”…?Single-parent families?Siblings? No siblings?Live with extended family?Consider the entire family…they are a unit/system: all affected by one another
30 What parents want their children to learn Related to student’s ageSeverity of disabilityFunctional skills….academic skills…FriendshipsMaximum potentialBe sensitive to this…attempt to teach students those skills that are perceived by parents to have the greatest relevance.
31 Culturally Competent Instruction Develop awareness about your own cultural identity and recognize your own values, beliefs, and customsAppreciate the uniqueness of each familyTry to understand the communication styles within different culturesDevelop awareness of cultural normsBe aware of the nature of your influenceLearn from families…..after all they are the experts!
32 Support to ParentsLearn your families’ needs and recruit support (if desired by the family)Parent-to-parent supportSibling supportRespite careSocial support
33 What is a conceptual model? A mental model that represents “concepts” and relationships between them.Formulation of a written description and visual representation of predicted relationships.
34 Conceptual Model Activity Please break into 4 groups (about 5 per group)Read the assigned article for your groupSummarize the article and explain the conceptual model to the class
35 Sailor & Roger, 2005In SAM, who guides instruction for students with special needs?
36 Sailor, 2008Contrast the medical model vs “New Service Model” OR RTI as presented by Sailor
37 Thompson, Wehmeyer, & Hughes, 2010 Explain the person-environment fit model presented
38 Loman et al., 2010 What are the 3 dimensions of self-determination? What were the 5 practices that met the conditions of self-determination?
39 Six Guiding Principles to Creating an Inclusive School All instruction is guided by General EducationAll school resources are configured to benefit all studentsSchool Proactively addresses social development and citizenshipSchool is data-based learning organizationSchool has open boundaries in relation to its families and its communityDistrict supports school-centered approach and extensive systems-change activities required to implement a school-wide modelSailor & Roger, 2005
43 Person-Environment Fit & Schools (Thompson, Wehmeyer, & Hughes, 2010)
44 ChangeWhen change occurs individuals are usually pushed out of their box, or their comfort zone. In the case of full inclusion, this change will effect the general education teacher and the special education teacher the most.Incorporate notion of Team-Work where we can pull together, instead of pulling apart, each team member’s expertise into an inclusive educational program