Assignment 3 Develop a Professional Development Session
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Feb 20, 2024
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Assignment 3: Develop a Professional Development Session
Assignment 3: Develop a Professional Development Session
Elaine Stadnik
Supporting Families and Peers of Students with Special Needs
SED606 - Health Care & Technology Support Adam Gildner 06/10/2023
Assignment 3: Develop a Professional Development Session
In my 90-minute professional development session for the teachers, I will explain what families and peers might be going through with an individual with traumatic brain injury, chronically ill, hospitalized and/or transiting from hospitalization, or have degenerative condition and what supports and services that I can help them with to ensure a smooth transition back into the school. I will also discuss the importance of communications and collaboration with families and peers and how that is important for this individual’s mental, emotional, physical health, and education. I will stress that families and peers may experience feelings of burden, distress, anxiety, anger, and depression and how that can affect communication. Families and peers need their feelings validated, feel understood and supported, and heard. As well as how stressful this situation can be for them and how difficult it might be for them to get the correct supports services for this individual. Since communication will be my key topic, I will break it down into eight parts. 1) Opening up communication: keep them updated by talking to them frequently and avoid misinformation and negative comments about the individuals issues, behaviors, medication, supports, or services. Focus on the positive like a small win or how they are socializing or how they are participating. 2) Never start a discussion with complaints: always start a conversation with a greeting and praise of the individual. You even start by telling them a fun, positive story about their student. 3) Never criticize the individual’s behavior: keeping the conversation positive by telling them techniques that are working in the classroom to help them make better choices or other ways to get what they want and/or need. 4) Provide information: give families various websites and handouts about this individual’s specific issues/needs/
supports/services that can guide them and meet their student’s needs. 5) Ask parents to use visuals and manipulative to help their student with homework/tasks/activities. 6) Never directly ask for medication: if the teacher thinks a student needs or shouldn’t be taking medications, they
Assignment 3: Develop a Professional Development Session
should contact and allow a medical specialist to counsel the family. 7) Avoid stereotyping and defining a student by their health/mental/physical issues and disabilities. 8) Avoid labeling and diagnosing a student. When teachers talk to families and peers of students that have a traumatic brain injury, chronically ill, hospitalized and/or transiting from hospitalization, or have degenerative condition, they need to keep in mind that every student is different, they need to be patience, look at these individuals strengths and positive traits and avoid talking and seeing the negative and weaknesses. If teachers can follow these steps, they will be able to have open, clear, and productive conversations with families and peers to serve this student as best as they can and provide the student with the needed supports and services at school and how to navigate the school system to obtain those supports and services. Another topic is what services and supports are available to students and how to get them like: getting assessments to determine eligibility under the IDEA, IEP, specialized academic instruction, adapted physical education, assistive technology, audiology services, behavior support, mental health services, occupational therapy, orientation and mobility services, physical health, psychological services, school health services, and/or speech and language therapy.
Progression of the session will start with a slide presentation talking about the key points followed by short videos that are less than 5 minutes talking about each of the conditions. The group will then be broken down into small groups for role play where one individual is the teacher, one will be the individual with one of the listed conditions, two will be parents, and one or two people will be peers. Each person will receive a note card about who they are, what they need, how they are feeling, etc. Each group, with the guidance of presenter, will role play how they will all work together and communicate to support the student and one another. Everyone will return to being one group and watch the TEDtalk Billy Samuel Mwape: An Innovative Way
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Assignment 3: Develop a Professional Development Session
to Support Children with Special Needs. This video is about a father talking about his son’s cerebral palsy and to achieve goals using team work and how it can help tackle life’s biggest challenges. After teachers watch this 13 minute video. The presenter will open a discussion about understanding how a student’s diagnose affected this family, how the father felt, how this diagnose affected the child, what services they used, goals that were set, etc, how Billy and his wife created a list of goals with a time tables, their creation of sprints, and difficulties and solutions to having another child and giving both the same high and engaged attention. The presenter has the group divide into small groups of 3-4 persons to discuss the goals and sprints that were created and if they agreed with them and/or which ones they thought were not helpful or ones that they should have had and the difficulties of having another child. They all return to being one big group and discuss their take aways from this video, how they can apply it to working with families with students with special needs, and how they can apply Billy’s goal setting and sprints into their student’s 504 plans, IEPs, modifications and accommodations for students, and what other ideas they might have from watching this video. The presenter will end the session by opening up the talk for questions.
Assignment 3: Develop a Professional Development Session
Resources:
Helping families navigate the school system to obtain appropriate services after brain injury
. BrainLine. (2021, March 9). https://www.brainline.org/article/helping-families-navigate-
school-system-obtain-appropriate-services-after-brain-injury Steps to good professional development
. George Washington’s Mount Vernon. (n.d.). https://
www.mountvernon.org/education/pd-prep/steps-to-good-professional-development/ How teachers can help students with chronic conditions
. EpilepsyAdvocate. (n.d.). https://
www.epilepsyadvocate.com/blog/how-teachers-can-help-students-chronic-conditions Students with chronic illnesses: Guidance for families ... - NHLBI, NIH. (n.d.-c). https://
www.nhlbi.nih.gov/files/docs/public/lung/guidfam.pdf YouTube. (2021, January 5). Billy Samuel Mwape: An innovative way to support children with special needs | ted
. YouTube. https://www.youtube.com/watch?v=cecPAcEYId0
Assignment 3: Develop a Professional Development Session
Instructions
To successfully complete this assignment, you will plan a 90-minute professional development session for the teachers at your school. Your session will
identify the needs of the peers and family members of students who have a TBI (traumatic brain injury), students who are chronically ill, are hospitalized and/or in transition from hospitalization, and/or who have degenerative conditions (e.g., Rhett Syndrome).
ask teachers to apply their understanding of the needs of the peers and family members of students who have a traumatic brain injury, students who are chronically ill, are hospitalized and/or in transition from hospitalization, and/or who have degenerative conditions to their own work with parents and families.
identify essential elements of supportive partnerships with parents, families, and other teachers.
ask your participants to apply their knowledge of the essential elements of supportive partnerships to develop a plan for building partnerships with the parents, families, and teachers they work with to provide instructional, behavioral, social, communication, sensory, and pragmatically appropriate support to students with extensive support needs.
The plan for your 90-minute professional development session should have these components.
Title
A 150-word abstract about what your session is about and why this information is important for teachers to know
three to four objectives for your session (What do you want the participants to learn or take away from your session)? This can be a bulleted list.
Details that create a mental picture showing the progression of the session for the teachers who will be giving up 90 minutes of their workday to learn from you.
Will participants be listening to your lecture for 90 minutes?
Will participants be working in small break-out groups?
Will you include activities and videos for the participants?
Explain how teachers after leaving the session will be able to use this new information.
Include material you will use (PowerPoint slides, videos, handouts, etc.) and material your participants use (readings, hands-on activities, prompts for table talks, etc.)
When someone su
ff
ers a TBI, the entire family is a
ff
ected. Studies show that caregivers of people who have su
ff
ered a brain injury may experience feelings of burden, distress, anxiety, anger, and depression. If you are caring for a partner, spouse, child, relative, or close friend with TBI, it is important to recognize how stressful this situation can be and to seek support services.
Services that may be most helpful to you include in-home assistance (home health aides or personal care assistants), respite care to provide breaks from caregiving, brain injury support groups, and ongoing or short-term counseling to adjust to all of the life changes post-injury. You also may need to ask your support system of family, friends, and community members for help with your loved one’s care, so that you don’t get burned out. (See Family Caregiver Alliance’s fact sheet: Taking Care of YOU: Self-Care for Family Caregivers for additional tips on taking care of yourself.)
In your role as a caregiver, you will probably find that it can be di
ffi
cult to get appropriate and adequate services for your loved one. It is important to know that you will most likely need to advocate for your loved one and be persistent in your search for assistance. You should use your network of family and friends, as well as professionals, to get tips about available resources and provide support.
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