Blog 5 Note of Thanks and Support

Blog 5 Note of Thanks and Support

I want to express my gratitude and thanks to my colleagues that read my blogs and my discussion post. I have enjoyed reading your post and your ideas were amazing from your post. I liked the topics for the advocate plans. They sounded like dedicated teachers that were willing to make a difference in a child’s life.

I wanted to say thank you to the one year old classroom for giving me the opportunity to observe their daily routines and I got to interview the teachers. During this 10 week process I have interview three different area specialist that offer services to our children. This was great information that I can use with the child receiving services and with other students in the room to enhance their skills. I observed the specialist using materials similar to the materials we have in the classroom. Observing the specialist gave me ideas and strategies’ that I can use with the whole room.  

The information that I received from this classroom prepared me for my research paper. This information will be a great resource that I can share with my parents that will benefit their children. This information will help to prepare me for my internship 412. I want to say Thanks to Professor Puntil-Wilcek for helping me set up my blog and the comments and instruction for my papers. Good Luck to all my colleagues and Merry Christmas.  

Blog 4 Observation and Interaction with professionals, children and families that have delays

Blog4- My Observation and Interaction with professions, children and families in Early Head Start as it relates to children with early signs of delays.

          My focus is on early signs of delays in Early Head Start children. During these two weeks I have talked with teachers and parents that their children was screened using the Denver II. The question I wanted to focus on was children that the test results were suspect. If a child was scored suspect that would mean the child had two or more areas of concern on the test.  The teacher stated she rescreens the child with in two weeks time frame. The children in question still showed delays in speech and fine motor delays. The teacher sat up a meeting with special needs coordinator and the parents. The parents came in and agreed to the service now they are waiting on Baby Net to call them and set up a meeting and to screen the child.

          I ask the teacher how she felt about the process she stated that it was faster than she seen in past years. With the holidays coming she expected the meeting to take place January instead of November. The teacher seemed pleased. I ask, did all the families that they talked with agree to the service. The teacher stated “no” one of the families declined services because the family stated the child talked at home and they could understand the child’s wants. The mother stated her other son talked later and was doing ok in public school. I ask what “ok” result was, the teacher stated “ok” in her opinion was not good. She stated the child talked to her one time in three word sentences. The sibling is quite but response to directions. The teacher stated that she will continue to work one-on-one with the child and ask the child to repeat words to increase the child’s vocabulary. The teacher said she will support family’s decision and give them choice to help their child. She will retest all children February 2013 using the Denver II. During this time she will work closely with children, parents, and Baby Net to provide the best possible care for each individual child.

          I ask the teacher if she would provide families with suggestion to enhance learning for their child. She stated she sends home a monthly calendar for families to work with their children at home by naming objects, reading stories, sing to music, and talking to their child everyday. This was great information the teacher had for families. I offered web sites and games that parents could interact with their child. The experience that I gain is that teachers need to be willing to accept decision parents make about their own child.

Blog 3 Interacting with Professional Administrative Staff

My main research is about common delays in infant, toddlers and preschool children. I want to create an Advocacy Plan for children with delays. For this blog assignment I interviewed and observed our center director for Head Start. She has been working for Head Start for 14 years and a director for three years. During this time as a director and a teacher she has worked with children and their families that have delays. My first question was “what do you as a center director do if you think a child might have delays.” She stated “we do an initial screening on all our children the first 45 days with DIAL-3.” During the year we do assessment using Work Sampling and Early Learning framework. This is an on-going assessment tool used to keep tract of each child’s progress. Then they share the information with the parents during home visits and conferences. I ask what a center director does with the information she receives from teachers about a child that has failed the DIAL-3 screening. She stated that she ask teachers to retest the child in 10 days using the same screening tool. She stated that in the child’s registration packet is forms about a Child’s Health Record, and a Physical form the parent must get filled out by the child’s doctor. This is great information that could explain delay’s a child has. This information will be about each individual child.

Then I ask what the follow up plan is if a child has delays. She stated “a teacher might be asked to do a five or ten day observation on a child that a teacher has concerns about and has failed the assessments.” Then a meeting is set up with the parents, teacher’s director, and special need coordinator. The parents will sign a consent form for the information sent to the school district if a child is three years old or older. The school district will do assessments and observe the child at home and school to see if the child qualifies for services. Children can receive services at home or in the Head Start setting.

My second interview was with a quality control specialist from Early Head Start and Head Start. We had an in-service about supporting cultural diversity and providing accommodation for children with special needs. During the in-service our quality control specialist talked about labeling shelves and containers with pictures, English words and home language of children in the classroom. Early Head Start children can not read the words but teachers can read the words in English and the child’s home language during clean-up time. I thought this was a great idea to read the words to the children that name the objects. Our quality control specialist gave handouts that supported words in English and Spanish that we could label our shelves and materials with. I ask about children that that we have in our classrooms that family’s home language is Chinese. Our quality control stated she would find a list of words to translate and to work with the families.   She offered suggestion of having a tape player and asking parents to volunteer saying familiar words in their home language and repeat the word in English so our teachers would have the correct pronunciation of a word.

I gained many insights from these interviews. I did not know the policies for teachers doing screenings and assessment for Head Start children. This would be a challenge for Head Start teachers to do all these screening on seventeen children that were three years old or twenty children that were four years old. They are two teachers in a room but one teacher would have to do the screenings on each child. The other teacher would facilitate learning for the classroom. I liked the idea of using a tape player for my families to say words in their home language. I was excited to see if my children would recognize their parent’s voices on the tapes. This information from my interviews will be useful in my research paper to provide a professional support for children that have delays.

Class observation and who I interacted with

During these two weeks the one and two year room  have screening students in English using the Denver II  and the Child Observation Record using anecdotal. The children in this room are 14 months to 24 months. They are two teachers so one teacher has the younger group and the other teacher has the older group. In this room there is a child that the family speaks Spanish. He is 24 months old and only makes sounds. He started receiving service this pass summer. He is repeating animal sounds. They have talked with the special needs coordinator. I have ask question to the coordinator about his screening. She stated we need to do all our assessments in English first then we will retest him in Spanish using a translator.
His mother is aware of him not talking at him. He uses gestures, and sounds for his wants and needs. This is a Early Head Start room with eight toddlers and two teachers. This child does have a brother that is receiving services. The teachers want to work with the mother and father to develop a educational plan for this child.
I believe that if you start early assessing a child and making a referral to the right service provider you can make a difference in their life. The question I ask the mother was when did you decide their was a concern with the child's speech. The mother replied at the age of 12-15 months he was not babbling and the doctor referred him to be screen by early intervention. He qualified for services. The special needs coordinator said she was going to work with the family and assess him in Spanish. I am excited to see him use words in Spanish and English.

Interview

My first interview was with the toddler teacher I will do my internship with. This is her second year as a teacher in a one year old classroom. She had prior experience working with children that had behavior problems.

1.     I ask her why she wanted to work with toddlers and for Early Head Start. She stated the classroom was smaller and the toddlers could focus on activities more.

2.     I ask her did she have any special needs children that were receiving services she said yes. There is one student that is going to be bilingual and is very quite. Baby Net started offering service this month. I ask the teacher if the child had a IFSP she stated yes

3.     I ask how she was going to assess him. She stated they had asked for a translator to administer the Denver 11.

4.     During the interview I ask how did they accommodate for him she said the teacher speak in Spanish and English simple command words.

 

My second interview was the Early Intervention from Baby Net. I ask how she decided this job title. She stated that she did her internship in a special needs classroom and wanted to work one-on-one with students. She stated that she could offer a better service with these services than working with students in a group setting.

1.     I ask her what her case load was. She stated 30 students a week. She has been working with this company for 6 months but came from another state.

2.     I ask could I interview her next week she said yes I could.

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