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Welcome Dr. Delia C. Garcia Dean PowerPoint Presentation
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Welcome Dr. Delia C. Garcia Dean

Welcome Dr. Delia C. Garcia Dean

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Welcome Dr. Delia C. Garcia Dean

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  1. Welcome Dr. Delia C. Garcia Dean

  2. Introduction and Agenda Dr. Delia C. Garcia Dean, College Education

  3. AGENDA Welcome & Introductions_____________________________________Dean Delia C. Garcia Access to Library and Library Resources________________________________Adis Beesting Disability Resource Center__________________________________________Stephen Loynaz Counseling and Psychological Services___________________ ThaimiFina and Silva Hassert Handling Difficult Students________________________________Dr. Kristen A. Kawczynski Graduate Studies_______________________________________________Katie Schmidbauer Clinical Experiences______________________________________________Dr. Judith Cohen TaskStream______________________________________________________Jeanette Martin  Administrative Functions____________________________________________Mirta DeLeon  MyFIU Payroll & Sign-on_____________________________________Alejandra Garcia Technology __________________________________________________Pierre Schoepp Adjunct Handbook________________________________________________Dr. Kyle Perkins Questions, Comments

  4. Access to Library and Library Resources Dr. Adis Beesting Education Librarian Email: Phone:305-348-3578

  5. Disability Resources Stephen Loynaz Associate Director Email: Phone: 3053487564

  6. Disability Resource Center MMC GC-190305-348-3532 BBC WUC-131305-919-5345

  7. Agenda Federal laws Etiquette Discussion Item One: Americans with Disabilities Act As Amended & Rehabilitation Act As Amended, Section 504 Discussion Item Three – Language Discussion Item Two – Golden Rules Discussion Item Four – How to Deal with Persons with Disabilities Discussion Item Six– Disability Resource Center Language Dealing with Service animals Service Animals DRC

  8. DRC Registered Students

  9. Students Served by disability

  10. Federal Laws: Rehabilitation Act As Amended &American with Disabilities Act As Amended • Rehabilitation Act is a program access act. Prohibits discrimination on the basis of disability in any program or activity by an entity or institution receiving federal funds. • American Disabilities Act As Amended is a civil rights law for persons with disabilities. Prohibit discrimination on the basis of disability. • Definition of disability- a physical or mental impairment that substantially limits one or more major life activities (sometimes referred to in the regulations as an “actual disability”), or • a record of a physical or mental impairment that substantially limited a major life activity (“record of”), or • when a covered entity takes an action prohibited by the ADA because of an actual or perceived impairment that is not both transitory and minor (“regarded as”). [Section 1630.2(g)]

  11. Golden Rules of Etiquette • Speak directly to the person with a disability • Before providing assistance ask • If the person wants assistance, clarify how you can best assist • Assist the person in what way he/she has requested • Only call a person by his/her first name if you have permission • Do not touch or use a person mobility aid without his/her permission • Talk to the person face to face, establish level eye contact • Avoid empathetic mumbo-jumbo, everyone’s experiences are different • My best friend is blind • I know how you feel, I was in a wheelchair

  12. Language Words are powerful! • Language is a reflection of society and is not only disrespectful but also are hurtful and perpetuates the biases and stereotypical thoughts and behaviors. • People first language • Refer to an individual’s disability only when discussing the disability • Use the term accessible to describe a place with accommodations for persons with disabilities • Use the term disability not differently able, crippled, retarded, crazy, and stupid, etc. • Don’t under estimate or overestimate a person with a disability • Do not use labels

  13. When leaving a room, inform him/her that you are leaving. • Partially opened doors & cabinets are a hazard to a person who is blind. • When guiding a person who is blind to a chair, bed, or table use his/her hand. • Orient a person who is blind to the facility. Dealing with a Person Who is Blind or with a Visual Impairment It is not necessary to talk loudly or slowly. Speak clearly & directly. When walking with a person who is blind offer the person your arm. He/she will walk half a step behind you. When entering a room, identify yourself and others present.

  14. Dealing with a Person Who is Speech Impaired • Be patience, relax and listen. • When answering the phone wait for a response, do not hang-up immediately or assume that a person with slurred speech is intoxicated. • Let the person speak, do not complete his/her sentences. • Reduce or eliminate background noise. • If you do not understand tell the person and solicit and provide feedback. • If experiencing difficulty, explain how you would like to facilitate communication and solicit feedback on the proposed solution.

  15. Dealing with a Person with a Physical Impairment Do not be patronizing Do not hang on, sit on, or lien on a person’s wheelchair Do not move assistive devices out of the person’s reach Do not play with assistive devices When speaking with the person who is using a wheelchair find a place to sit Always ask how to help someone Never force help on anyone

  16. Dealing with Persons with Emotional Disturbances Make rules that are understandable and clear Establish and maintain boundaries Make known the consequences of violating rules and boundaries Establish positive reinforcements for good behavior Refer to Counseling and Psychological Services Center Student changes patterns in eating and sleeping Student is alienating others Student has angry outbursts or crying excessively Students is giving away objects, talks about death He/she is deliberately exposing him/herself to dangerous behavior

  17. Dealing with a Person Who is Deaf or Hard of Hearing with an Interpreter Speak directly to the Deaf/d. Gently tap the shoulder to gain the person’s attention. Talk to the person face to face, establish eye contact. Do not shout or scream. When using the interpreter do not use the interpreter as a prop Speak directly and maintain eye contact with the student, not the interpreter. Do not say, such statements as “tell him/her this, or tell him/her to sign this.” Avoid speaking about the student as if he/she is not present. Due to process time, it is a common occurrence for the interpreter to continue signing after you have finished speaking. The interpreter may ask you to spell technical terms or words.

  18. Dealing with the Deaf without an Interpreter • It is important to know that research has shown that less than 30% of spoken English sounds are visible and 50% of English sounds look like another sound on the lip. • Ask the deaf person to repeat what you have said. • When there is miscommunication, use either pen and paper or a computer to communicate. • When giving written directions, use the outline format.

  19. FTRI Fl Tele Communication Relay, INC. • 711 • 1-800-955-8771 (TTY) • 1-800-955-8770 (Voice) • 1-800-955-1339 (ASCII) • 1-877-955-8260 (VCO-Direct) • 1-877-955-5334 (STS) • 1-877-95573 -87 (Spanish) • 1-877-955-8707 (French Cr) • There is no charge for local calls. • There is a discount for long distance calls. • Relay users may make as many calls as they want and talk as long as they want. • All conversations are confidential and no records of conversations are kept. • The relay system provides limited typed English message translation to conversational English and vice versa. • The relay system is available 24 hours a day and 365 days a year.

  20. Equipment for Deaf • Telecommunications Device for Deaf, TDD • Video Phone • Amplified Telephones • Visual Fire Alarms • Notification Devices • Flashing Devices • Vibrating Devices • Closed Caption Television • FM System or Loop System

  21. Service Animals I Service animals are usually a dog that has been trained to provide services that are directly related to the individual’s disability. Some of the services provided are as follows: Guide dog for persons who are blind and visually impaired Seizure dogs alerts persons with epilepsy that a seizure is coming Dogs that pickup objects, push wheelchairs for persons with mobility disorders Hearing dogs for persons who are deaf or hearing impaired The owner is responsible for maintaining control of his or her service dog and responsible for the care and grooming of the service dog.

  22. Service animals frequently can be identified by the wearing of the vest or a harness. However, service animals are not required to be identified by any external means. Consequently, it may be difficult to identify or verify if the animal is a service animal. • In instances where it is not readily apparent that the animal is a service animal then it is legally permissible to only ask the following two questions: • Is the animal required because of a disability? • What service or task has the animal been trained to perform? • It is not legally permissible to do the following: • Asked what the person’s disability is • Asked to be shown a certificate or other proof that the animal is a service animal • Deny admissions because of the service animal • Segregate the person with the service animal Services Animals II:

  23. Service Animal III Service dogs are working animals not pets: Do not attempt to distracted the animal Do not play with the service dog without the permission of the owner Do not feed the dog Do not offer the dog any treats The owner can be asked to remove the service animal when: The animal is not or cannot be controlled by the owner The animal poses a direct threat to safety of others.

  24. Disability Resource Center • The Disability Resource Center provides services and accommodations for students with disabilities. Services and accommodations are determined by the disability resource specialist in conjunction with the student. All services and accommodations are based on the student’s documentation of disability. • The Center only provides services and accommodations of an academic nature. Services of a non-academic nature are provided by the centers or offices responsible for specific programs, activities, events, etc. Services of a personal nature are the responsibility of the individual with the disability. Services and accommodations, commonly provided are as follows: Priority Registration Letter to Professors Sign Language Interpreters Volunteer Note takers Readers Laboratory Assistance Library Assistance Adaptive Technology Recorded Texts and Other Materials Closed Captioned Films and Videos Testing Accommodations Substitutions

  25. Counseling and Psychological Services Thaimi Fina, PostMasters Intern Silva Hassert, Doctoral Intern University Park Campus (UHSC 270) 305-348-2277 Biscayne Bay Campus (WUC 320) 305-919-5305 Hours: Mon,Wed,Fri 8am to 5pm; T,Th 8am to 6:30pm

  26. CAPS Services Walk-ins Consultations with students, staff or faculty Faculty/Staff liaison Individual, Couples & Group Counseling Relaxation services Psychological Testing Workshops

  27. Handling Difficult Students Dr. Kristen A. Kawczynski Student Conduct & Conflict Resolution

  28. Office of Student Conduct & Conflict Resolution Modesto Maidique Campus GC 311 305-348-3939

  29. What does our office do? Adjudicate student conduct cases –Student Code of Conduct Student Conduct records are private and confidential – not able to share outcome Faculty’s role as witnesses in process Admissions Clearance Process Training and workshops (e.g. Conflict Resolution, Ethics & Community Standards)

  30. Each Student is responsible for his/her conduct during the academic year and during periods between terms of actual enrollment. All Students are expected to know the regulations of the University. We expect all students to maintain an appropriate learning environment. FIU’s Expectations of Students

  31. Disruptive Conduct – Student Code of Conduct (c) Disruptive Conduct 2. Behavior that substantially and materially disrupts, disturbs, impairs, interferes with or obstructs the orderly conduct, processes, and functions of the classroom or laboratory and/or immediate surrounding areas. This includes interfering with the academic mission of the University or individual classroom or interfering with a faculty member or instructor’s role to carry out the normal academic or educational functions of his/her classroom laboratory and/or immediate surrounding areas.

  32. Addressing Disruptions Outline expectations from the very beginning and include these in your syllabus Try to handle the situation to the best of your ability Clarify and remind students about expectations of being in your class Identify the behavior that is causing the disruption Address the student in a follow up after class and clarify what behavior is required in the future to be successful If necessary, ask the student to leave the class If the student continues to disrupt the class or you feel there is a threat, use the emergency phone to call FIUPD at 7-2626 or 7-5911

  33. Addressing Disruptions (continued) Document an Incident Report with the Office of Student Conduct and Conflict Resolution Click on “Report” for our online Incident Report Form You may be asked to participate in the Student Conduct Process. Your help will assist us in holding students accountable for their behavior. For assistance on how to handle a disruptive student, contact your Department Chair because they are a great resource

  34. Consultation and Campus Resources Contact us if you have any questions, each situation is unique and we will work with you to figure out a course of action Dean of Students/Behavioral Intervention Team – Dr. Cathy Akens 348-2797 University Police – for emergency situations 348-2626 (7-2626) or 348-5911 (7-5911) Victim Advocacy Office - 348-1215 Disability Resource Center Guide to Dealing with Troubled and Disruptive Students – also on Faculty/Staff Emergency Guide – Red Folder

  35. Office of Graduate Studies (OGS) OGS serves to support the College of Education (COE) graduate programs in collaboration with faculty, administrators, and the COE Doctoral Policies Committee

  36. Meet the OGS Personnel • Academic Advisor: Ms. Katie Schmidbauer • Dissertation Coordinator: Dr. Linda Bliss • Associate Dean of Graduate Studies: Dr. Thomas Reio • Office Manager: Ms. CaprilaAlmeida

  37. The Role of OGS • Assist with processes pertaining to graduate students and faculty, such as: • Doctoral admissions • Graduate assistantships • Candidacy examinations • Thesis and dissertations • Panther degree audits • Time-to-degree • Graduation certifications

  38. The Role of OGS Continued • Process graduate student forms • Change of grades - Will be going “paperless,” accessible via grade rosters • Provide Resources for graduate students and faculty • Frequently Asked Questions at

  39. Contact OGS • Location: Ziff Education Building (ZEB) 310 • Phone: (305) 348-2723 • Fax: (305) 348-2081 • Email: (Office Manager) • Website:

  40. Office of Clinical Experiences E. Judith Cohen, Ed.D., Director Mary Ann Gonzalez, Coordinator Monica Rivas, Program Assistant ZEB 230, 305-348-2082

  41. Student Teaching Mary Ann Gonzalez Arranges all ST placements with local school districts Orders supplies and maintains budget accounts Evaluates all ST applications Maintains ST website Maintains BCPS website for all placements Field Placements Monica Rivas Coordinates and maintains all field experience paperwork Prepares and updates school site records Processes Certificate of Participation forms Maintains security clearance information Assists with ST issues Office of Clinical Experiences

  42. What we do . . . • Provide a welcoming atmosphere for all students and faculty in the COE • Provide information regarding policies and procedures related to all field placements and student teaching • Arrange all placements and assist students with questions and concerns related to student teaching and field placements

  43. Student Teaching • Review and process applications for all majors in COE • Secure placements for selected majors • Elementary Education/ESOL • Early Childhood Education/ESOL • Exceptional Student Education/ESOL • Process contracts for review by M-DCPS, Center for Professional Development • Coordinate COE Writing Seminar • Conduct orientation meetings for all students prior to and during Student Teaching

  44. Student Teaching • Update student teaching handbook to reflect current standards, practices, and requirements (e.g., COE Conceptual Framework, FEAPs, NGSSS, CCSS, ESOL, TaskStream) • Prepare “Certificate of Participation” for cooperating teachers • Coordinate FIU Supervisor assignments • Plan and conduct FIU Supervisor meetings • Update COE website with ST information • Maintain and update website for Broward County placements

  45. Student Teaching Applications • Fall Semester • ALL MAJORS • Online application due February 1st • Paperwork due March 1st • Spring Semester • ALL MAJORS • Online application due June 1st • Paperwork due July 1st

  46. Field Placements • Send message and agreement form (electronically) to principals in all Miami-Dade County Public Schools, Charter Schools, and many private schools each semester to arrange placements for field experiences • Prepare & post list of participating schools • Approve students for Broward County placements, and maintain BCPS website • Assist students with individual placements and required paperwork • Provide attendance logs for TaskStream process • Coordinate field placements with program faculty • Maintain documentation for all student placements

  47. Field Placement Courses • Professional Studies Core • EDF 1005 and EDF 2085 • 15 hours / course • required (state mandate) • Upper Division • Selected Program Courses • 5 - 20 hours / course • see attached list for specific courses and corresponding field hours

  48. Security Clearance Issues • Maintain a system of assuring security clearance compliance for all students, faculty, and adjuncts working in Miami-Dade, Broward, or Monroe County public and private schools • Provide procedures and paperwork for fingerprinting process to all students • Attend district meetings and work with district personnel regarding fingerprinting and clearance issues

  49. Security Clearance Information • Miami-Dade County • $71.00 (money order) • Picture ID • Social security card • Service Provider Input Document • Security clearance card provided by our office • Broward County • $76.50 initially & $20.00 annual renewal • Online registration – details in ZEB 230 • Badge will be issued by district