Today’s Agenda•Housekeeping/Updates

•Entry/In-Class Activity•Review Person-Centered Planning•Ability Awareness•Presentations from the Readings•Families, Parents, & Culture•Monday, April 4th we will have a guest lecturer, candidate for the SPED Department Chair position•May 18th….Mark your calendars….No class because….

Graduate School of Education is hosting an Educator Recruitment Fair

• Where? – Smith Memorial Student Union Ballroom

• When? – Wed. May 18th

• Why? – Lila wanted to make sure you had the chance to join

district representatives to:• Review & refine your resume• Participate in mock interview opportunities

• Cost? None…Free to PSU, GSE Teacher Candidates!

Collaboratively Outline Behavior SupportsPlan that speaks with “One Voice” Consistently Implement, Monitor, Evaluate, COMMUNICATE

FBA Identifying:Routines, Setting Events, Antecedents, & Functions of Interfering Behaviors

Ongoing Comprehensive Implementation:

Wraparound

Functional Assessment

Person-

Centered

Planning

Strength-based shared understanding of : Values, Long-term Goals, Current Programs, Possible variables influencing behaviors

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 person

• The goal is to support focus person in developing capacities and finding a place in the community where they can belong in a meaningful way.

Characteristics in Common• Facilitator guides the meetings

• Team of support is individualized

• Plan uses an open-ended approach

• Team members support focus person and ensure that plan is implemented

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

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

Graphic Frames Cont’d

10. Clarifying the hopes and fears of the team members

11. Assessing barriers and opportunities that might affect the success of the team

12. Assisting the team to identify critical themes identified in the process and that must be in the future of the team

13. 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.

Establishing the student’s voice

in the planning process Consider…? How student expresses needs, wants, choices

during planning

If extra time to comprehend information and communicate personal perspective is needed

If support from another person(s) is needed to enhance communication

If special arrangements are needed to participateo Shorter meeting time or different non-meeting formato Active role in meeting (e.g., facilitate, introduce team, etc.)o Uses alternate form of communication (e.g.,

assistive/augmentative device, sign language/gestures, etc.)

Yes/no response………………………. Initiate/respond to questions

Preplanning tools for studentsand their families/caregivers

• Life history map Highlights, events, milestones

• Life map

• “Who am I” in pictures (e.g., slide show, poster board, photo album)

• Pre-meeting interviews & observations• Student-led meeting preparation

Birth

NOW

My life NOW

My life in 5 years

Putting it all together

Home Community

School Work

QuickTime™ and aGIF decompressor

are needed to see this picture.

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

Team Members and Roles

• Adapted Physical Education (APE) Teacher– Provides adaptations to regular PE program to

promote student participation• Audiologist: Identifies types and degrees of

hearing loss and provides equipment guidelines

• Family Members & Student: Experts in student and stakeholders in their future

• General Education Teacher: GE content expert, collaborates to instruct student

Team Members and Roles

• Nurse: 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/supports

• Physical Therapist: Same, but gross motor, positioning

Team Members and Roles

• Orientation & Mobility (O&M): specialized training in visual functioning in mobility

• Psychologist: evaluator of student’s intellectual and adaptive abilities and interpreter of evaluation results, may provide suggestions for reducing student behaviors

• Social Worker: facilitates access to services and establishing linkages between school and community programs

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 skills

• Special Education Teacher: – Provides specialized teaching strategies,

provides and implements adaptations

Connection to IEP

• Education/School a part of person’s life

• Consistency across– Behavior support– Skills training

(generalization/adaptation of skills)– Communication systems– Planning team members

PC-Planning Role in Support Planning• Personally valued outcomes that address contextual

issues• Broader 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/values• Provide perspective on historical and present setting

events• Increase buy-in on the plan from all stakeholders• Identify culturally relevant methods of support• Increases likelihood of the plan being effective

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 INVOLVED

• When doing a comprehensive support plan work to get everyone on team speaking with “one voice” (linked function-based strategies) to student.

How can I incorporatePerson-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.

Ability Awareness

• Alternatively called “disability awareness”

• Lessons, activities, discussions that teach students & staff about individual abilities

• Facilitates a dialogue about overall respect & dignity

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

Teaching individuals to value similarities despite individual differences

• Abilities• Appearance• Culture• Language• Socioeconomic status (SES)• Other differences (e.g., religious,

sexual orientation, etc.)

Who conducts AA activity?

• Best case= Gen Ed teacher• Default= special educator, speech

therapist, OT, PT, VI specialists, Mobility specialists

Where & When to facilitate an AA activity• When a student is moving to a new

classroom• New 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

Why?

• All students & staff should be taught expectations on how best to:

• Interact• Work with• Play with • Advocate for• & talk about people with disabilities

in a respectful manner

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 learning

– Communicating: receive & respond to school info– Volunteering: classroom, school events, support other parents– Extending learning in home: extend learning in class/school to

home– Decision making: school governance, policy– Collaborating in the community: community efforts & partnerships

with school• Encourage participation, but remember that it is their choice.

Establishing partnerships with families

• Should be a goal of yours as a teacher• Consider 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

What parents want their children to learn

• Related to student’s age• Severity of disability• Functional skills….academic skills…• Friendships• Maximum potential• Be sensitive to this…attempt to teach students

those skills that are perceived by parents to have the greatest relevance.

Culturally Competent Instruction

• Develop awareness about your own cultural identity and recognize your own values, beliefs, and customs

• Appreciate the uniqueness of each family• Try to understand the communication styles within

different cultures• Develop awareness of cultural norms• Be aware of the nature of your influence• Learn from families…..after all they are the experts!

Support to Parents

• Learn your families’ needs and recruit support (if desired by the family)

• Parent-to-parent support• Sibling support• Respite care• Social support

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.

Conceptual Model Activity

• Please break into 4 groups (about 5 per group)

• Read the assigned article for your group• Summarize the article and explain the

conceptual model to the class

Sailor & Roger, 2005

• In SAM, who guides instruction for students with special needs?

Sailor, 2008

• Contrast the medical model vs “New Service Model” OR RTI as presented by Sailor

Thompson, Wehmeyer, & Hughes, 2010• Explain the person-environment fit

model presented

Loman et al., 2010

• What are the 3 dimensions of self-determination?

• What were the 5 practices that met the conditions of self-determination?

SAM

choolwide

pplications

odel

SAM

choolwide

pplications

odel

SAMSAM

choolwide

pplications

odel Six Guiding Principles to Creating an Inclusive School1. All instruction is guided by General Education

2. All school resources are configured to benefit all

students3. School Proactively addresses social development and

citizenship4. School is data-based learning organization5. School has open boundaries in relation to its families

and its community6. District supports school-centered approach and

extensive systems-change activities required to implement a school-wide model

Sailor & Roger, 2005

SAM

choolwide

pplications

odel

SAM

choolwide

pplications

odel

SAMSAM

choolwide

pplications

odel

Sailor, 2008

Practice Guide for Self Determination

Loman et al., 2010

Causal Agency/ Independence Proxy Agency

Opportunities

PracticesGoal Setting

Set

Self-Monitoring

Self –instruction

Self-evaluation

Self-reinforcement

Self-feedback

Choice/Dec. Making

Prob. Solving

Self-Adv

Social Capital

Soc Inclusion

Enriched Environment

Dignity of Risk

Person-Centered Planning

Teacher-Directed Strategies

Self-Directed Strategies

Family Supports

Organize Env. Systems

Person-Environment Fit & Schools (Thompson, Wehmeyer, & Hughes, 2010)

Change