Marta Brooks and Stacie Giesecke


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Marta Brooks and Stacie Giesecke

  • Marta Brooks and Stacie Giesecke

  • Pleasant Valley High School

  • June 2015




Rationale:

  • Rationale:

  • Increase course offerings/enrollment

  • Abundance of applicants for elementary and early childhood development positions

  • Need for teachers in special education

  • Broaden scope of child development education

  • Increase opportunities for regular ed students to connect with special education students at PVHS



PV Pals

  • PV Pals

  • Stars

  • Sparkles





Marta Brooks, Family & Consumer Sciences

  • Marta Brooks, Family & Consumer Sciences

  • Stacie Giesecke, Special Education

  • Previously taught Parenting Skills together

  • Two teachers with expertise in their areas coming together



1. What level?

  • 1. What level?

  • 2. Prerequisite?

  • 3. Textbook?

  • 4. Scheduling?

  • 5. Personal bias



Goal 1. Involving regular education students with special education students

  • Goal 1. Involving regular education students with special education students





2. Experiential course- not just textbook course with assignments

  • 2. Experiential course- not just textbook course with assignments

    • Community Resource assignment
    • Volunteer experience or Job Shadow
    • Final project


Quad-Cities Resource Organizations for Parents of Children with Special Needs

  • Quad-Cities Resource Organizations for Parents of Children with Special Needs

  • ARC Respite Center

  • Children’s Therapy Center

  • Family Care Solutions

  • Family Resources

  • Genesis At Home

  • Gigi’s Playhouse Michelle Hornbuckle

  • Goodwill Employment Services

  • Handicapped Development Center

  • Hand-in-Hand preschool/daycare- Mark Smith, Molly Steil Rowland/Tessa’s Place

  • Illinois/Iowa Center For Independent Living

  • Iowa Department of the Blind

  • Iowa Workforce Development Center

  • Iowa@Work

  • Job Corps

  • Kaaba Shrine

  • March of Dimes

  • Mississippi Bend Area Agency- Early Childhood Development program

  • New Choices

  • New Found Hope, INC.

  • Quad-City Autism Center, Michelle Smyth

  • River Bend Transit

  • Special Olympics of Iowa

  • United Way

  • Up With Families

  • Variety Clubs

  • Vera French Community Mental Health Center

  • Vocational Rehabilitation Services



Caring for Exceptional Children

  • Caring for Exceptional Children

  • Volunteering Guidelines

  • Volunteering is an opportunity for students to become involved with children with special needs. It is non-paid, experience with an organization or club related to children with special needs.

  • Goals of this volunteer opportunity include:

  • Assist and motivate students in making career decisions and future plans.

  • Demonstrate career-specific skills in working with special needs children.

  • Provide an opportunity for students to ask questions and gain insight into career choice.

  • Begin to identify skills needed in occupations related to working with special needs children

  •  To get credit for doing a volunteer opportunity, the student must complete the following:

  • 1. Volunteer planning sheet- include in final report

  • 2. Student Evaluation or volunteer opportunity- include in final report





Job Shadowing is an opportunity for students to see firsthand what goes on in a workplace. It is a non-paid, structured career observation experience with a professional role model.

  • Job Shadowing is an opportunity for students to see firsthand what goes on in a workplace. It is a non-paid, structured career observation experience with a professional role model.

  • Goals of this job shadow include:

  • Assist and motivate students in making career decisions and future plans.

  • Demonstrate career-specific skills and technology in the workplace environment.

  • Provide an opportunity for students to ask questions and gain insight into career choice.

  • Begin to identify workplace skills needed in occupations related to working with special needs children.



Select a child with special needs to work with during the semester. The child may be between the ages of newborn and high school age. The child may be a neighbor, friend of the family, member of your church or another acquaintance. The child may not be in your immediate family.

  • Select a child with special needs to work with during the semester. The child may be between the ages of newborn and high school age. The child may be a neighbor, friend of the family, member of your church or another acquaintance. The child may not be in your immediate family.

  • You will be observing and interacting with the child three times during the 4th quarter.

  • You will be taking notes over your sessions and activities. *You will also be taking photos of you and your “friend” as long as it is approved by the parent.





Korryn

  • Korryn

  • Down Syndrome

    • Makes things harder
    • Happy
    • Slowness
  • Mrs. Tahgon’s daughter

  • My past relationship with Korryn

  • Why I wanted to work with Korryn



  • 1st Session

    • Maggie Moos
  • 2nd Session

    • Health Class
  • 3rd Session

    • Grocery Store


Maggie Moos

  • Maggie Moos

    • Picked her up
    • Excited
    • Ordered our ice cream
      • nervous
    • Comfortable with me
    • Energetic, Outgoing
    • Funny
    • Self sufficient


Favorite Class

  • Favorite Class

    • Science
  • Favorite Teacher

    • Mrs. Townsend
  • Favorite thing to do

    • Dance, Hang out with friends
  • Favorite Food

    • Mashed Potatoes
  • Favorite Singer

    • Justin Beiber
  • Favorite TV show

    • iCarly


Health Class

  • Health Class

    • Struggling
    • Difficult topics
  • Watched video

    • smoking
  • Worksheet

    • 3, 2, 1
  • Reluctant Start

  • Expressing emotions

  • Neatly writing

  • Prompting

  • Motivation

  • Quiet/shy in class



Reading Comprehension

  • Reading Comprehension

  • Money

  • Effort on class projects and worksheets

  • Math Application

  • Life Skills



Grocery Store

  • Grocery Store

  • Shopping activity

  • Motivation again

  • Other shoppers

  • Store clerks

  • Adding/ Counting money

  • Trouble with multiples

  • Treat I gave her



Goal

  • Goal

    • Independence in store
    • Following grocery list
    • Knowing the grocery store
    • Best price, good quality
    • Spending limit
    • Courteous to other customers
    • Reason for doing this
      • life skills
      • money skills


Description of lesson

  • Description of lesson

    • Dollar General
      • Store crowded
      • Narrow isles
      • Good mood
      • Highly motivated
      • Succeeded


Basic skills

  • Basic skills

    • Difficult for kids with special needs
  • Pride in everything

  • Positive about Experience = Fun Experience



Should be treated the same

  • Should be treated the same

  • Don’t underestimate



More to being a special needs teacher

  • More to being a special needs teacher

    • Variety of jobs
    • Difficulty of jobs
    • Rewards of jobs


You see how it helps kids with special needs

  • You see how it helps kids with special needs

  • Gives people confidence

  • Show your peers how to be more excepting too



Accepting people



3. Learn about different types of exceptionalities

  • 3. Learn about different types of exceptionalities

  • The 3rd unit of the class is entitled “Understanding Exceptionalities”

  • Exceptionalities are divided up and taught by the students

  • Supplemented by speaker from school or community, movie or field trip



DVDs/Movies

  • DVDs/Movies

    • Mr. Holland’s Opus
    • Parenthood episodes
    • Life Goes On episodes
    • Cosby show episode
    • Antoine Fisher
    • Temple Grandin
    • Hi, I’m Tyler
    • The Hammer- Matt Hammill Story
    • I Am Sam




 

  •  

  • Speakers-PVHS teachers

      • Mrs. Townsend- Level 3, mental and physical
      • Mr. Green- learning disabilities
      • Mrs. Weaver- autism
      • Mrs. Meadows- Level 2
      • Mrs. Noack- Emotional/behavioral
      • Mrs. Giesecke- Learning disabilities and resource
      • Mr. Brockhage- Learning disabilities


Other speakers- agency and parent/family member

    • Other speakers- agency and parent/family member
      • Madeline Grothus, Speech and Language Pathologist, Mississippi Bend AEA
      • Dawn Taghon- parent of child with Down syndrome
      • Shannon Dougherty- student at SCC who is going into special education and works with Family Care Solutions
      • Torie Lindeman, Mississippi Bend AEA Early Intervention specialist
      • Mollie Conrad and Sue Lewis- Mississippi Bend AEA school social worker/psychologist
      • Karen Lucey- adult with Down syndrome
      • Stephanie Childers- Mississippi Bend AEA audiologist
      • Morgan Beaver- high school student with hearing disability
      • Katy Decker and Kendra Mulcahy-Handicapped Development Center
      • Jan Weis Scott Community College Disability Services
      • Michelle Wehr – Transition specialist at AEA
  •  











5. Preparation for careers in:

  • 5. Preparation for careers in:

  • child care-

  • education- elementary, secondary, early childhood, special education

  • health services- nursing, medicine, community

  • therapy: physical, occupational, speech,

  • Child Development Portfolio assignment at end of class



Learned about during summer class at DMACC- child development ideas

  • Learned about during summer class at DMACC- child development ideas

  • Students start their portfolio in first child development class and add to throughout their high school career

    • Child Development
    • Early Child Development
    • Caring for Exceptional Children
    • College courses: Early Childhood Guidance, Health, Safety and Nutrition


Resume

  • Resume

  • Autobiography

  • Philosophy of Child Development

  • Documentation of Knowledge and Competence

  • Becoming a Professional

  • Documentation of Experience

  • Evidence of Developmental Knowledge

  • Evidence of Skills

  • Work Samples



6. Understand how families are affected:

  • 6. Understand how families are affected:

  • Welcome to Holland

  • Parenthood clips

  • Parent speaker:

  • Dawn Taghon, parent of child with Down Syndrome, Korryn





7. Educating children with special needs

  • 7. Educating children with special needs

    • Stacie’s specialty
    • School “field trip”
      • Mrs. Townsend- level 3- physical disabilities and assistive technology
      • Mrs. Weaver- autism and “Cherry”
      • Mrs. Giesecke- Level 1-resource- computer with talking tests
      • Mrs. Meadows Level 2 and Friday lunches


1. No high school level textbook-

  • 1. No high school level textbook-

    • used 2 textbooks:
    • Parenting: Rewards and Responsibilities, Hildebrand, 2007. Glencoe publishing. Eighth edition. (for chapters on families, child development and special needs
    • Exceptional Lives Special Education in Today’s Schools, Turnbull, Turnbull, Wehmeyer and Shogren, 2013. Pearson publishing. Seventh edition. (for 3rd section on different types of disabilities)


2. What level of students?

  • 2. What level of students?

    • Original placement- 9-12
    • Reconsidering 10-12 with prerequisite of Child Development or Early Child Development


3. Title???

  • 3. Title???

    • Special needs?
    • Disabilities
    • Special needs children
    • Exceptional children
    • What we learned….
    • First person language- not special needs children but Children with special needs


4. Timing- speakers, length of units, number of days, length of projects, meshing teacher schedules….

  • 4. Timing- speakers, length of units, number of days, length of projects, meshing teacher schedules….



Caring for Exceptional Children- Second semester course

  • Caring for Exceptional Children- Second semester course

  • 1 semester class- Elective recommended for grades 10-12- Preferred prerequisite: Child Development or Early Childhood Development

  • Course Description:

  • This course provides an opportunity for students to learn about children who have exceptionalities, or special needs. The areas of special needs include physical, emotional, behavioral and cognitive. Students will learn how children acquire special needs, how they affect their development and how parents and caregivers care for these children. Special activities include presentations by speakers who work with exceptional children, parents of children with special needs and visiting preschool (Hand in Hand) and other programs for special needs children (Gigi’s Playhouse). Students considering a career in early childhood, elementary or special education, social work, pediatric nursing or medicine will benefit from this course. This course fulfills the Expressive/Technical Arts graduation requirement.



Key Learnings: The students will:

  • Key Learnings: The students will:

  • identify the purpose of parenting

  • assess functions and strengths of families

  • understand the principals of child development

  • identify the causes of exceptionalities.

  • identify the effects of exceptionalities on growth and development.

  • develop strategies for working with exceptionalities.

  • demonstrate techniques in caring/working for children with special needs.

  • create a final project describing their relationship with a special needs child



Textbooks: Exceptional Lives Special Education in Today’s Schools, Turnball, Turnball, Wehmeyer, 2013, 7th Edition Parenting: Rewards and Responsibilities, 2007

  • Textbooks: Exceptional Lives Special Education in Today’s Schools, Turnball, Turnball, Wehmeyer, 2013, 7th Edition Parenting: Rewards and Responsibilities, 2007

  • Each "unit" will involve: Reading and/or computer research, presentation/project, field experience or speaker, DVD/video and assessment



Long term projects:

  • Long term projects:

  • Volunteer at 1 organization for special needs children during 3rd quarter or one job shadow of career related to exceptional children during 3rd quarter

  • Final project- select a special needs child to work with 3 times during the 4th quarter and create a PowerPoint presentation to your class during final the semester testing period. *In place of final written examination.

  • Continue portfolio work started in Child Development or Early Childhood Development and add new experiences from the semester.



Units of Study Textbook

  • Units of Study Textbook

  • Introduction

  • Family Dynamics R & R Chpt 1 Parenting and Families

  • Purpose of parenting, functions of families, family structures, building strong families, finding out about a child’s disability, stages of grieving, resources for families

  •  

  • Understanding Child Development R & R Chpt 4 Understanding Child Development

  • Principles of child development, factors that influence development, child development stages

  • R & R Chpt 21 Communicating with Children

  • Understanding Exceptionalities R & R Chpt 25 Children with Special Needs

  • Exceptional Lives, Chpt 5,6,7,8,9,11,12,14,15

  • What causes differences in abilities? What are categories of disabilities? Student presentations on specific disabilities

  • Chpt. 5 Learning Disabilities

  • Chpt. 6 Speech and Language Disorders

  • Chpt. 7 Emotional and Behavioral Disorders

  • Chpt. 8 ADD/ADHD

  • Chpt 9 Intellectual Disorders

  • Chpt 11 Autism

  • Chpt 12 Physical Disorders

  • Chpt 14 Hearing Disorders

  • Chpt 15 Visual Disorders

  •  

  • Educating Children with Exceptionalities Exceptional Lives, Chpt 1

  • What happens when children begin school? What the law says, IDEA, PL 94-142, accommodations, modifications, testing, inclusion, transition, academic plans

  •  



Assessment

  • Assessment

  •  

  • Test grades (34%) are averaged with daily grades (33%) and lab/project grades (33%) on a weighted grading scale. The total grade is based on the following grading system: PV Scale

  • 98-100% =A+ 88-89.9%= B+ 78-79.9%= C+ 68-69.9%= D+

  • 92-97.9%= A 82-87.9%= B 72-77.9%= C 62-67.9%= D

  • 90-91.9%= A- 80-81.9%= B- 70-71.9%= C- 60-61.9%= D-

  • THERE IS NO ROUNDING OF GRADES

  •  

  • Semester Grades- 40% will be the 3rd quarter, 40% will be the 4th quarter, 20% will be the Exceptional Child Experience final project

  •  

  • *Confidentiality in class discussion.



1. Interest of students in the course

  • 1. Interest of students in the course

  • 2. Learning about lives of families and types of disabilities and abilities

  • 3. Student involvement

  • 4. Administration backing

  • 5. Beginning and developing friendships

  • 6. New appreciation and camaraderie between FCS and Special education teachers



Students volunteered with the following organizations during the semester:

  • Students volunteered with the following organizations during the semester:

  • PV Pals

  • PV Sparkles

  • PV Peer Power

  • PV Shining Stars

  • Tessa’a Place/Hand in Hand

  • Quad Cities Autism

  • Autism Awareness Run

  • Grace Evangelical Free Church- Inside-Out Kidz Program

  • Jump Start Gymnastics

  •  



PVHS teachers

  • PVHS teachers

  • Mrs. Townsend, Mr. Green, Mrs. Weaver, Mrs. Meadows, Mrs. Noack, Mrs. Giesecke, Mr. Brockhage, Mrs. Cason, Mrs. Britz

  •  

  • PVJHS teachers

  • Ms Goetz, Mrs. Roseman

  •  

  • PV Elementary school teachers

  • Julie Johnson-Pleasant View Elementary, Traci Lerch- Cody Elementary, Kim Powers- Hopewell Elementary, Linda Heiselman – Bridgeview, Lisa Albrecht/Counselor - Bridgeview

  •  

  • Other teachers:

  • Stacie Kintigh- North Scott High School, Special Education teacher, Mary Langdon- Glenview Middle School, East Moline, Il., Special Education teacher, Cathy Radig- St. Paul’s Lutheran Church Preschool, Jen Longanecker- Glenview Middle School, East Moline, Il., Special Education teacher

  • Other agencies such as AEA

  • Madeline Grothus, Speech and Language Pathologist, Mississippi Bend AEA

  • Melissa Ogden, Special Ed Consultant, Mississippi Bend AEA

  •  



 

  •  

  •  

  • Dawn Taghon- parent of child with Down syndrome

  • Shannon Dougherty- student at SCC who is going into special education and works with Family Care Solutions

  • Mrs. Lindman, Mississippi Bend AEA Early Intervention specialist

  • Mollie Conrad and Sue Lewis- Mississippi Bend AEA school social worker/psychologist

  • Randy Brockhage, PVHS special education teacher

  • Leann Noack- PVHS special education teacher

  • Karen Lucy- adult with Downs syndrome

  • Gina Weaver- PVHS special education teacher

  • Stephanie Childers- Mississippi Bend AEA audiologist

  • Morgan Beaver- high school student with hearing disability

  • Brigid Townsend- PVHS special education teacher

  • Madeline Grothus- Speech Language Pathologist- MBendAEA

  • Gina Meadows- PVHS special education teacher

  • Stacie Giesecke- special education teacher

  • Katy and Kendra Handicapped Development Center

  • Jan Weis Scott Community College Disability Services

  • Michelle Wehr – Transition specialist at AEA

  •  



Because of this class, students are considering the following career choices that they may not have considered before the class:

  • Because of this class, students are considering the following career choices that they may not have considered before the class:

  • Elementary teacher

  • Early Childhood Development- special needs

  • Speech pathology

  • Special education teacher

  • Nurse- neonatal intensive care nurse

  • Oncology Nurse

  • Physical Therapy

  • Para-educator



Family Care Solutions






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