Enlisting and providing support

Questions you have with which your colleagues may be able to provide help and support

I’m having a hard time making the goals SMART goals. Does anyone have any pointers on making sure I am stating the goals correctly?

Resources and information you are seeking

I am seeking information on other schools to see if they have parent support groups. It will be helpful to know how other schools went about it and how they got started.

         

Resources and/or information you have found helpful and insightful

There were several internet websites that I found extremely helpful. The one that provided the most information about children with autism was Autism Speaks. There was a lot of valuable information about advocacy and plenty of resources for teachers and parents. There were also articles on the website, that could be printed out for the parent’s, with useful information.

Personal Advocacy Journey

A quote that I find inspirational regarding the role that advocacy is, "Our lives will end the day we become silent about things that matter." ~Martin Luther King Jr. This quote is so powerful because it shows how important it is to have a voice.

What excites me the most about my advocacy plan is that I'm actually going to have an impact on many lives. I am looking forward to the day that I can put my plan into action and see the difference it makes. I never really imagined, before this class, that I would be standing up for something I feel so strongly about. I'm shy when it comes to public speaking and tend to back off when things bother me. But I've realized that one voice, my voice, can make a difference in these children's lives.

I'm a little nervous presenting my idea to my target audience. I want to be able to present my plan in a way that everyone understands. I am hoping that it is a strong and solid plan that everyone will be happy with. 

Strong support from people around me would help me overcome my fears. Some advice from my classmates and my mentor would also help me when I think about ways to present my plan and implement it. 

I would encourage my classmates by giving them advice and letting them know that they can do it if they put their heart and mind into it. I would let them know how important it is to stand up for what they believe. I would also let them know that it's not going to hurt anything by taking a stand, but it will only make things better. 

Internship 455 B1

Hello everyone!
Welcome to my blog for internship 455. This is the final stretch for me at Kendall. I am nervous, yet excited about this final class. The topic I chose in internship 450 is Autism. I work with children who have autism and I am very passionate about it. I am going to do my best in this class and hope everyone else does as well. Good luck everyone!

Thank You!!

The first thanks has to go out to Professor Sisie. I truly appreciate you as a teacher and mentor. You are a great person who gave us some valuable words of advice. I was nervous when I found out that I had to write a 17 page paper. I thought that there was no way that I could do that and I might fail the class. Boy was I wrong! With all of the help from you, Sisie, and everyone in the class, the paper was a breeze! I honestly don't think I could of done it without all of the kind words and pieces of advice from everyone. So because of this, I just want to say a BIG THANK YOU to everyone!!! I really appreciate it! Good luck to everyone and I hope to see you in internship 2.

Observing and Interacting With Families of the Children in Your Setting

I had a chance to talk to some parents during parent involvement day at school. I explained to them that I was writing a paper about autism. In addition, I was going to talk about the signs of autism, and different programs for children with autism. After talking to the parents, I was able to observe the children. The children were having a great time and seemed to really enjoy their parents being there. The school seems like it has a great program for children with autism and they seem to really make the parents feel welcome.

It was a great learning experience because I was able to talk to parents and observe the children at the same time. The parents shared many valuable insights about different programs that I can use in my paper. They also provided some great websites with several resources for me to look up.

One insight that I gained from a parent was the importance of early intervention. She said that the earlier a child with autism gets services the better. She also felt that the placement of her child into the proper school was very important. She researched all of the different options before the assessment of her child. She wanted to go into it prepared and knowing what to expect.

Another insight I gained was how important a good program is for children with autism. Certain programs could help improve language, communication, social interaction and behavior while also increasing academics, practical and play skills. The school I observed uses evidence-based methods of Applied Behavior Analysis that have proven effective for individuals on the autism spectrum. They provide socially-engaging programs with powerful teaching methods, custom-designed to enable each child to develop to his or her fullest potential.

Observing and Interacting With Program Director(s) and Other Administrative Staff in Your Setting

Over the past week, I wanted to focus all of my attention on the principal of the school I work at. She is a very valuable person to the IEP team and I was very interested to see her stance on the assessment process. When I first sat down with her, I explained that I am doing an advocacy plan for my internship class. I told her that my topic was autism and that my main focus was on the assessment and placement process. The questions I asked pertained to the assessment and placement of children with autism. I was very curious to hear her responses because I didn’t have any idea where she stood. After hearing her answers, I was pleasantly surprised. The first question I asked her was, “how do you feel about the assessment and placement process at the school?” Then I asked her if there was anything that she suggests to improve it, if it needed improving. She agreed with me, that the assessment isn’t thorough or long enough. Although I feel that the assessment process should be done at the school setting as well as the home setting, she disagreed. She felt that the children act completely different at their home setting and the team wouldn’t get accurate results. However, she did feel that the assessment should be done over multiple visits, and not just in one day/one hour. She even felt that one hour was too long for the child. She suggested that the assessment be done over 3 different visits on different days. She thought that about 30 minutes each visit would be fine. Another great suggestion she had was that the child should be observed with other children, if possible. If the IEP team was able to observe the child with at least one other child, then they could see their social and play skills. These two things are hard to see when the child is being observed alone.

 

I am very pleased with my interview this week because I gained so much knowledge from the principal. It was nice having the opportunity to talk to her and see her stance on certain things. I would have never known how she felt if I didn’t ask. I was honestly afraid to approach her with my topic because I wasn’t sure how she would react. Overall, it was a pleasant experience. One of the most important things I learned from this interview is that the child be assessed and placed based on their needs, and not their label. This is a great piece of advice that everyone on the team should know and follow.

Observing and talking with professionals

The first person who I observed is an Early Childhood Special Ed teacher. All of her students in her class have autism. I observed how the children are taught and how they learn in her classroom. After observing their extensive ABA and VB therapy, I sat down to ask her questions. I wanted to know how she felt about home programs. I asked her if she has ever gone to her student’s homes to observe. She said that they used to do parent/teacher conferences at the child’s home. By doing this, it would give her a better understanding of how the child’s home life was. She also said that the parents would ask her for any suggestions that they could use at their home to help their child feel more comfortable. The teacher  would create a picture schedule for the child to use at home, just like they use at school. The parents greatly appreciated this. However, the teacher said that all of that has changed. Due to privacy, parent/teacher conferences are no longer held at the child’s home. There are so many restrictions these days, that it is very hard to help the parents. Teachers have to watch what they say, they can’t EVER babysit any of their students, they can’t implement home programs and the list goes on and on. There is this fine line set in place that they absolutely can NOT cross. In my opinion, this line could be a good thing or bad thing. I think that teachers should be able to help these parents out at their home settings. I don’t see anything wrong with that. However, teachers should be paid for doing this. Home programs, in addition to their schooling, would help these children tremendously! Children with autism strive on structure and need this throughout their entire day.

 The second person I talked to is the school’s social worker. She is a member of the IEP team and is a part of the assessment and placement process.  I wanted to learn more about her role in this process. The social worker is the person who takes down a family history during the evaluation process. If the child has had behavioral problems or personal struggles, then the social worker would be the case manager. The social worker makes observations during the meeting. A lot of the information the social worker uses is from the parents. She gets as much of the information she can from the parents first, then assesses the child. She said that sometimes it is hard to assess the child’s behaviors because they are scared or confused while at the assessment. She goes mostly off of what the parents describe.

I asked the social worker how she felt about the length of the assessment. She feels that it would be more beneficial for her to observe the child in different settings. For instance, a school setting and a home setting would give her clearer, more substantial results.  

The last person I interviewed is a speech psychologist at the school. She is also a member of the IEP team. I wanted to learn more about her role in the assessment and placement process of the children. The psychologist is the person who will give the child IQ tests and other psychological surveys as part of the evaluation portion of IEP planning. If the child has mental health challenges, then she would be the case manager. The psychologist makes observations during the meeting about your child's psychological state or concerns. If the child is having problems during the school year that require counseling, she may be able to help.

After the child is determined to be eligible for special education services, the IEP team must develop an individual education plan to be implemented as soon as possible after eligibility is determined. Using the results of the full individual evaluation, the IEP team works together to identify the child's present level of educational performance, the child's specific academic, and any related or special services that the child needs in order to benefit from their education. After the IEP is developed, the IEP team then determines placement—that is, the environment in which the child's IEP can most readily be implemented.

I asked the school psychologist how she felt about the length of the assessment and she agreed with the social worker. They need longer and more thorough assessments in order to place the child correctly. She also admitted that there have been several children who passed through clinic that were misdiagnosed or placed in the wrong school setting. After talking with the teacher about the child, the child was then placed in the correct setting. This whole ordeal could have been bi-passed if the assessment was longer and the child was placed correctly. It’s not fair to the child, the teacher, or the parents to place their child in the school setting that is not benefiting the child. .

All of these interviews and observations have helped with my advocacy plan that I would like to set in place. They have confirmed how I felt all along about home programs and the assessment process. I’m looking forward to talking with the administrative staff and also families of these children to gain more information.