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Definition of Expert

Definition of Expert. One who knows a lot about a subject OR One who has a powerpoint. If you treat an individual as he is he will stay as he is, but if you treat him as he ought to be, and could be, he will become what he ought to be and could be. ~ Goethe. What Do We Know?.

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Definition of Expert

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  1. Definition of Expert One who knows a lot about a subject OR One who has a powerpoint

  2. If you treat an individual as he is he will stay as he is, but if you treat him as he ought to be, and could be, he will become what he ought to be and could be. ~ Goethe

  3. What Do We Know?

  4. What Do We Know?

  5. If the Child and Family Outcomes are the Dependent Variables Personnel Are the…………

  6. Independent Variable • Mediator • Moderator • All of the Above

  7. The Conclusion Being: Personnel Can Have a Powerful Impact.... or NOT

  8. About one in six children in the U.S. have one or more developmental disabilities or other developmental delays.

  9. Attention-Deficit/Hyperactivity Disorder • Autism Spectrum Disorders • Cerebral Palsy • Fetal Alcohol Spectrum Disorders • Fragile X Syndrome

  10. Hearing Loss • Intellectual Disability • Kernicterus • Muscular Dystrophy • Tourette Syndrome • Vision Impairment

  11. Early Childhood Challenges • Changing characteristics of families • Changing characteristics of children • Changing characteristics of communities • Changing characteristics of early childhood programs • Changing responsibilities of early childhood systems

  12. Science of Learning The brain is adaptable and can be influenced by positive experiences; The brain is vulnerable and can be harmed by negative experiences

  13. Needs of Young Learners in Early Childhood: Enough to Eat Consistent Family/Caregivers A Safe and Consistent Place to Live Medical Home Mental Health/Behavioral Strategies for Self Regulation Learning Opportunities

  14. Model for Viewing Different Ecological Settings as Sources of Learning Experiences and Opportunities Larger Society Early Intervention/ ECSE Programs Community Family Child Home Routines Community Activities Program Practices Cultural Beliefs/Values

  15. And, changing roles for early childhood professionals: Listener Conceptualizer Collaborator Synthesizer Instructor/Educator Evaluator Bricker(1976)

  16. Qualified Personnel who provide early intervention services include … • Special educators • Speech-language pathologists and audiologists • Occupational therapists • Physical therapists • Psychologists • Social workers • Nurses • Registered dietitians • Family therapists • Vision specialists, including ophthalmologists and optometrists • Orientation and mobility specialists • Pediatricians and other physicians

  17. General Role of Service Providers To the extent appropriate, service providers in each area of early intervention services included in paragraph (d) of this section are responsible for: • Consulting with parents, other service providers, and representatives of appropriate community agencies to ensure the effective provision of services in that area; • Training parents and others regarding the provision of those services; and • Participating in the multidisciplinary team’s assessment of a child and the child’s family, and in the development of integrated goals and outcomes for the individualized family service plan.

  18. Implications for Services • Family-Centered Philosophy • Collaborations/Teaming • Evidenced Based Practices • Measurable and Functional Outcomes

  19. Family-Centered Philosophy Care that recognizes and respects the pivotal role of the family in the lives of children. It supports families in their natural caregiving roles, promotes normal patterns of living, and ensures family collaboration and choice in the provision of services to the child.

  20. Team Process

  21. Collaboration • to work together, especially in some literary, artistic, or scientific understanding; • to cooperate with an enemy invader. WEBSTER’S NEW WORLD DICTIONARY

  22. Collaboration Between People: • The process whereby two people create something each thinks is his own. Frank A. Clark

  23. DEC Recommended Practices: Interdisciplinary Models • Teams including family members make decisions and work together. • Professionals cross disciplinary boundaries. • Intervention is focused on function, not services. • Regular caregivers and regular routines provide the most appropriate opportunities for children’s learning and receiving most other interventions.

  24. Definition of EvidencedBased Practice Practices that are informed by research, in which the characteristics and consequences of environmental variables are empirically established and the relationship directly informs what a practitioner can do to produce a desired outcome. (Dunst, 2010)

  25. Evidence is not value-free. • There are no universal solutions or quick fixes. • Evidence is often incomplete or equivocal. • Evidence can be quite complex.

  26. Early Childhood Research Paradigms • Families have powerful impact (Family Engagement) • More is not necessarily better (Redefine Intensity) • Intervention has different effects(Fidelity Measures) • Outcomes depend on……

  27. Measurable Outcomes as Evidence of Effectiveness

  28. We can collect data on the effectiveness of different interventions with different children and then use these data as the basis of future interventions. Ysseldyke & Algozzine, 1982, p 258

  29. Are Personnel Prepared?

  30. Roles of the Infant Early Intervention Specialist • Facilitator/Consultant • Infant Specialist • Parent Educator • Team Collaborator • Program Developer and Advocate Geik, Gilkerson & Sponsetter, 1982

  31. Common Infancy Core Child-related competencies (cognitive, social, and affective development; skills in developmental assessment; design of learning environments; strategies to promote engagement and interaction; skills in data collection and evaluation) Family-related competencies (strategies for including family members as partners in planning and implementing intervention, strategies for promoting interaction between parent and child) Team-related competencies (skill in integrating the knowledge and recommendations of multiple disciplines into the child’s and family’s daily routines) Agency-related competencies (knowledge of community resources, developing blended service plans) Thorp & McCollum, 1988

  32. Breakdown of Early Intervention Competencies Assessment Family Involvement Program Implementation Teaming Program Administration Program Planning Typical Development Atypical Development Evaluation of Program Effectiveness Case Management Medical Management Other Bruder & McLean, 1988

  33. The Center’s Completed Projects Study I: The National Landscape of Early Intervention and Early Childhood Special Education Study II: The Higher Education Survey for Early Intervention and Early Childhood Special Education Personnel Preparation Study III: The Analysis of Federally Funded Doctoral Programs in Early Childhood Special Education Think Tank in Simsbury, CT September 11-12, 2006 Study IV: The Impact of Credentials on Early Intervention Personnel Preparation (Credentialing Part C) Think Tank in Washington, DC May 24-25, 2006 Study V: Analysis of State Licensure/Certification Requirements for Early Childhood Special Educators (619) Think Tank in Washington, DC June 11-12, 2007 Study VI: Training and Technical Assistance Survey of Part C & 619 Coordinators Study VII: Confidence and Competence of 619/Part C Service Providers

  34. The Center’s Projects Study VIII: Alignment of ECSE Higher Education Curricula with National Personnel Standards Study IX: Parent Perceptions of Confidence and Competence of 619/Part C Service Providers Study X: Case Studies Highlighting States from Study VI on Training and TA

  35. Web Site Information Center Information http://www.uconnucedd.org/ Data Reports http://www.uconnucedd.org/projects/early_childhood/publications.html

  36. What Do We Need To Do?

  37. You cannot satisfy hunger by drawing a cake

  38. A paradigm is a set of rules and regulations that: • define boundaries • tell us what to do to be successful within those boundaries

  39. The world we have created is a product of our thinking. It cannot be changed without changing our thinking. Einstein

  40. 21st Century • Change is the Constant • Technology • Instant Gratification • Viral Communication • Personalized Learning

  41. PERSONALIZED LEARNING http://www.khanacademy.org/ Teachertube YoutubeU

  42. ed·u·ca·tion   /ˌɛdʒʊˈkeɪʃən/ 1. the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life. 2. the act or process of imparting or acquiring particular knowledge or skills, as for a profession. 3. a degree, level, or kind of schooling: a university education. 4. the result produced by instruction, training, or study: to show one's education. 5. the science or art of teaching; pedagogics

  43. The Purpose of Education • Self Realization • Human Relationships • Economic Efficiency • Civic Responsibility Education Policies Commision, 1938

  44. Schools Social institutions established by society to instill in children its belief and knowledge base and, that, school instruction is both systematic and deliberate. Ysseldyke &Algozzine, 1982, p 7

  45. Education in the 21st Century • Still Racing to…….. • State Common Core Standards • Growing Diversity in Students • Different Family Structures • Huge Achievement Gaps and Disparities • RTI • Learning to Learn

  46. Life Long Learning When Will We Know What We Don’t Know?

  47. Evidenced Based Practices in Adult Learning • Needs assessment • Multifaceted strategies • Sequencing • Interaction • Commitment to Change Van Hoof, 2004

  48. Meta-analysis of the Effectiveness of Adult Learning Methods The findings refute claims that self-directed learning and self-discovery in the absence of instructor guidance or feedback are effective Dunst,Trivette, & Hamby, 2010, p107

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