ECSE 340 Week 3

We discussed a lot about how we are to effectively use the Ages and Stages test on our infants. We were learning about how to do this test, and to choose the proper domains to work on to help the child be developmentally on par to where they need to be age wise. We talked just about how to get the family involved and how to talk to the parents about the test and to make them feel secure in their parenting. 

How do you breakdown what part of the domain that they need? 

ECSE 421 Week 3

 This week we were talking about the Family System Theory. Which has been really eye opening for me, so the idea is that if you want to be a support in the family you have to keep in mind the entire family. As an interventionist, you often think that you are singularly focusing on the child, but in reality you need the entire family on your side to make any progress.

We discussed elements and relationships in the home that effect the child. Different ways people act, and how families make decisions. You need to understand this to be effective, your family shapes so much of who you are, especially if you add someone with a disability into the mix.

ADA Blog-post 1/23/29

This last week I was given the opportunity to understand mental disabilities a little more. I was told I could only eat foods that were brown and yellow. I thought this assignment would have been so easy, it actually was not. I struggled to remember the entire day, but also to explain to others why I could not eat something I normally would love. 

My day started out normal, with a protein shake and a banana. I tried to do everything I could to make it as normal as possible. But it was absolutely not the purpose of this, and it was impossible to do that. From the beginning it was impossible.

When it comes to someone with a mental or physical disability it is not possible to make it completely normal. When I was with my friends having lunch that is when I really felt it. People would offer me a snack or something and I almost forgot. I had it in my hand, and I had to go no I can’t. Its not brown or yellow. Which is an oddity.

When you have a mental disability, especially people who have Autism it makes every social situation harder. As I continued through the day I started thinking okay, what do I have that I can eat. And it was not easy to think of things, even for just one day. It made me think how hard it must be for the parent to think of eating options for that child. It makes it really hard to have them eat nourishing foods. There are only few fruits and vegetables that are either brown or yellow.

Many times, that means that they make and entirely different meal for that child. Especially in homes with multiple children. It makes it hard for parents both in private and in public. Sometimes it can be embarrassing for parents in public situations. When children refuse to eat food that is offered for them. Or when you are grocery shopping you have to literally look for certain colors.

            These different opportunities I have had through various classes to try to understand the smallest bit of what this child must go through every day. Whether or not they notice it personally or not has been eye-opening. For the different people that are in these children’s lives. It also shows me that there is no reason to feel weird about what your children eat, do and want.

            We have to realize as a community that there is no wrong way to do things. You have things that you prefer, and you will have different ideas on how to parent and how to address things. We should not be embarrassed about little things.

ECSE 340 Week 2

This week we were learning about how to include the parents into the intervention process. And in class a bit about how we identify what is holding the child back from developing timely. One of the main things we talked about coaching the parent to intervene during different routines. Like for example if a  is struggling with head strength you could give the parents different things they can do throughout the day. I think it is so important to remember who is really going to change the baby's path to being on par. 

I am very interested in the test that we are going to identify what the child is behind in. I want to know more about the test and how it works?

ECSE Week 2

This week as we discussed the differences between IEPS, 504s and IFSPs I was able to see the different laws and how they came into play for our disabled community in America. Laws to protect individuals that are disabled are not very old we see that the 70s there were huge pushes for equal rights for these individuals. Creating the 504s, that protect individuals not only in their growing years but in higher education and the work field.

As we were reading, watching videos about and discussing these different documents I was able to learn so much about what they are. But I would love to see a mock-up version of these documents to help me understand how these different properties are used together. 

I did love to see the videos about individuals that were actually struggling with these laws. Especially to see the video of the sit in in the 70s helped further open my eyes about what they had to do to change the system. 

I feel roughly ready, I could figure things out. But again I want to see someone write an IEP/504/ISFP to understand how you would make it individualized for these people. 

I have a great group of girls that I work with and I feel like we are on the same page, I was able to help them think of more possible accommodations that could be used. When I worked for a Resource Team at a school, I do have some exposure to these elements. 

ECSE 340 Week 1

Intervention is done in many different settings, but the most essential place is in the home. This is where children and specifically infants spend the majority of their time. Through intervention with professionals are repetition with guardians we can see children progress whether they are developing properly or not. There are government sanctioned corporations in every state in the United States that is over children 0-3 years old and their development. When children are recommended by doctors or other professionals, these programs step into to help these parents use personalized interventions in their homes. 

Questions: How do you create a family intervention plan, for the parents to implement when the specialist leave? What programs are funded in Idaho, and who funds them?

Week 1

            I have had quite a bit of experience with working with families. I have worked in an elementary school as a paraprofessional, more specifically with the Resource Students. Working with these families can be extremely rewarding, but also can become difficult because you do meet more often than other teachers work and meet with their families. It is important to be a teacher first in all parent relationships, this helps shutdown inappropriate conversations and other altercations. I do not know as much to do with the community, but I do know it is important to know what you community has to offer to assist these families. Working with special needs students you will have a lot of opportunities to work with different professionals and help facilitate services to families.

            This semester I want to know what is appropriate to parents, how am I to kindly encourage them to help their children receive their needed services? What is a case manager or special needs teacher’s role in getting these children services in and outside of the school setting? I want to better understand the different kind of services that are available, and lastly and most importantly. How do I help these parents cope, what is appropriate?