ERIC ED406815: Pathways: A Training & Resource Guide for Enhancing Skills in Early Intervention Service Coordination [Training Guide and Videotape].

248 Pages·1996·4.7 MB·English

by  ERIC

DOCUMENT RESUME
EC 305 521
ED 406 815
Rosin, Peggy; And Others
AUTHOR
Pathways: A Training & Resource Guide for Enhancing Skills
TITLE
in Early Intervention Service Coordination [Training Guide
and Videotape].
Wisconsin Univ., Madison. Waisman Center.
INSTITUTION
Office of Special Education and Rehabilitative Services
SPONS AGENCY
(ED), Washington, DC.
PUB DATE
96
269p.; Developed through the Pathways: Service Coordination
NOTE
Inservice Project. Videotape not available from EDRS.
H024P3001
CONTRACT
Non-Classroom
Guides
General (020)
Collected Works
PUB TYPE
-- Non-Print Media (100)
(055)
MF01/PC11 Plus Postage.
EDRS PRICE
*Agency Cooperation; Conflict Resolution; Delivery Systems;
DESCRIPTORS
*Disabilities; Due Process; *Early Intervention; Educational
Legislation; Federal Legislation; *Individualized Family
Service Plans; Infants; Interpersonal Communication;
Interprofessional Relationship; Leadership Styles; Parent
Participation; Preschool Education; Problem Solving;
Professional Development; *Teamwork; Toddlers
*Individuals with Disabilities Education Act Part H
IDENTIFIERS
ABSTRACT
Service coordination in early intervention for infants and
toddlers with disabilities is the focus of this training guide and
accompanying videotape. Section 1 describes service coordination as defined
by Part H of the Individuals with Disabilities Education Act, the various
models or approaches to service coordination, the history of early
intervention service coordination, and positive and negative aspects of
service coordination. Section 2 details the individualized family service
plan (IFSP) process and the four phases of service ccordina*inin. The
philosophy underlying the IFSP process is discussed and strategies for
working with families and the early intervention team are provided.
Procedural safeguards in the IFSP are also reviewed. Section 3 provides
strategies for enhancing communication with families who have children with
special needs. This part also addresses teamwork, interagency communication,
strategies for working with conflict, and leadership styles and skills. A
problem-solving technique and "real life" scenarios are presented in section
4. Each section in the guide includes group activities and individual
activities based on the information provided and lists of additional
resources. The videotape depicts four scenarios that illustrate some of the
challenges faced in the provision of early intervention service coordination;
a video guide summarizes the scenarios and offers questions for group
discussion. (Each section contains references.)
(CR)
********************************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
********************************************************************************
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
INFORMATION
EDU ATIONAL RESOURCES
CENTER (ERIC)
his document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to
improve reproduction quality.
this
Points of view or opinions stated in
document do not necessarily represent
official OERI position or policy.
,f1
,..
A Training and Resource Guide
[PithWaYi I
00
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-41
A
for Enhancing Skills in
W
Early Intervention Service Coordination
Written by:
Peggy Rosin
Meredith Green
Liz Hecht
Linda Tuchman
Sue Robbins
Editing, Design & Technical Assistance:
Patricia Mitchell
Production Assistance:
Melanie Schneider and Heidi Duschak
Developed by the Pathways: Service Coordination Inservice Project
of the Waisman Center Early Intervention Program
Project DirectorGeorge Jesien, Ph.D.
it coFT AVANFABLE
© 1996 Waisman Center, University of Wisconsin-Madison
This training guide was developed through the Pathways:
Service Coordination Inservice Project, supported by the Office
of Special Education and Rehabilitation Services grant
# H024P3001, awarded by the United States Department of
Education. The opinions expressed herein do not necessarily
reflect the position or policy of the U.S. Department of
Education, and claims no official endorsement of the U.S.
Office of Education.
To order this guide, call or write:
Early Intervention Program
George Jesien, Ph.D., Director
Waisman Center, Room 231
1500 Highland Avenue
Madison, WI 53705-2280
Telephone: [phone]
E-mail: [email protected]
Fax: [phone]
http://www.waisman.wisc.edu/earlyint/pathways.htm
REVIEWERS
Ann (ampbell
Portage, Wisconsin
Portage Project, CESA #5
Karen Wollenberg
Portage, Wisconsin
CESA #5
Jeannie Wan less
Wisconsin Dells, Wisconsin
Parent Advisory Review Panel
Roxann Bornemann
Antigo, Wisconsin
Lang lade Health Care Center
Sheila Durand
La Crosse, Wisconsin
Birth to 21 Program, Gundersen Lutheran
Jill Haglund
Madison, Wisconsin
Department of Public Instruction
Jill Barmore
Madison, Wisconsin
Bridges for Families Program, Waisman Center
Kelly Misko
Muskego, Wisconsin
Parent Advisory Review Panel
Paul Meszaros, Ph.D.
Ladysmith, Wisconsin
Parent Advisory Review Panel, Mount Senario College
Vickie Johnson
Milwaukee, Wisconsin
Milwaukee Women's Center
Pam Winton, Ph.D.
Frank Porter Graham Child Development Center, University of North Carolina-
Chapel Hill
Sarah Rule, Ph.D.
Logan, Utah
Center for Persons with Disabilities
George Jesien, Ph.D., Director
Early Intervention Program, Waisman Center, University of Wisconsin Madison
V
4
ACKNOWLEDGMENTS
families and the very real needs they face. We hope
Service coordination in early intervention is a com-
this work honors the complexity and worth of the
plex and multifaceted topic. The thoughts, ideas,
work they do day in and day out.
reactions and efforts of many people helped us to
more fully reflect the intricacies of service coordi-
Much of the training content in the guide is based
nation and we hope make this guide more practi-
on two field test courses that were conducted in
cal and useful to others. The content and training
the first two years of the project. The courses were
activities are based on a series of field tests and
designed for both returning practitioners who
feedback from numerous groups representing the
wanted to enhance their skills and new students
different audiences for which the material is in-
who were about to enter the early intervention field.
tended. The participation of each group enriched
Professor Ann Haim of the University of Wiscon-
our experience and the development process. We
sin in Milwaukee was the first faculty member to
would like to acknowledge and thank those that
work with us in offering the course. Her help in
have helped us and to represent the needs of par-
organizing the sequence of content and flexibility
ents, providers, faculty, and policy makers in the
in adapting the course material to the needs of stu-
development of the guide.
dents set the tone for the entire course develop-
ment process. Professor David Franks at the Uni-
Parents, their participation and feedback, have been
versity of Wisconsin at Eau Claire helped to pro-
central to our vision of effective service coordina-
vide the inspiration and support to take the course
tion. The Parent Advisory and Review Panel pro-
to another level. Because of his pioneering and
vided ongoing feedback from the beginning of the
adventurous spirit we were able to develop a si-
project with input into the project's design and in
multaneously taught course in Eau Claire and
each development step along the way. We would
Madison using compressed video technology. Pro-
also like to thank the families who allowed us to
fessors Mel Morganbesser and Marsha Seltzer pro-
use their pictures to brighten the pages of the guide.
vided the support necessary to make the effort pos-
The people in the photos do not correspond to those
sible in Madison. Steve Siehr of Dolt in Madison
mentioned in the text.
provided the technical support and guidance to
navigate the complexities of distance technologies.
A training guide is only as useful as the degree to
which it reflects the daily experience of parents
Lastly, it was critical for us that the content in the
and providers and the degree to which it provides
guide reflect emerging best practices in early in-
practices and information that are directly appli-
tervention and the spirit and letter of Part H of the
cable to their work together. The Community Vali-
Individuals with Disabilities Education Act (IDEA)
dation Team made up of providers in the State
which has established service coordination as a
helped immeasurably to assure that content was
mandated service for all eligible families. The State
closely tied to practical service realities. Further
and National Advisory members provided invalu-
input was provided by the volunteer training sites.
able insight and information from a broader per-
The Milwaukee Women's Center, the Lang lade
spective to inform our work.
County Birth To Three Program, the Portage
Project of Cooperative Educational Service Agency
We hope that all who have worked with us in the
5 and the Bridges for Families Program in Madi-
development of this guide see the impact of their
son gave of their time and expertise. They provided
efforts and feel part of the sense of pride that we
us a window to the daily efforts of providers and
all feel in its production and dissemination.
VII
CONTENTS
REVIEWERSv
ACKNOWLEDGMENTSvii
OVERVIEW
3-1
OVERVIEW OF THE GUIDE AND
THE PATHWAYS: SERVICE COORDINATION PROJECT
GUIDE OVERVIEW-3
PROJECT REVIEW-4
SECTION I
EARLY INTERVENTION SERVICE COORDINATION:
DEFINITIONS, MODELS, VIEWS, AND VISIONS
OBJECTIVESII
SERVICE COORDINATION: DEFINITIONSII
MODELS OR APPROACHES TO SERVICE COORDINATION/4
SERVICE COORDINATION: VIEWS AND A VISION/6
References-19
Discussion Questions-20
Activities-2I
Resources-23
Appendices-27
SECTION II
39-141
THE PATHWAYS FRAMEWORK FOR ENHANCING
SERVICE COORDINATION SKILLS AND KNOWLEDGE
INTRODUCTION 39
CHOOSING THE PATHWAY GETTING STARTED IN THE IFSP PROCESS-45
THE JOURNEY PROVIDING FOLLOW ALONG TO FAMILIES-57
DETOURS ALONG THE WAY: UNEXPECTED, IMMEDIATE NEEDS OR CRISES-65
CHANGING PATHWAYS: FACILITATING TRANSITIONS-67
References-70
Discussion Questions-71
Activities-72
Resources-80
Appendices-85
ix
SECTION III
14S-184
PERSONAL AND INTERPERSONAL SKILLS
FOR SERVICE COORDINATION
INTRODUCTION -145
COMMUNICATION: THE BASICS-145
Activities-152
References/Resources-155
Appendices-155
TEAMWORK-157
Discussion Questions-162
ActivitiesI62
Resources -163
ENCOUNTERING CONFLICT OR CRISIS-164
Discussion Questions-167
Activities-167
Resource -168
TAKING CARE OF YOURSELF-169
Questions for Reflection/ 75
Activities175
Discussion Question/ 75
Resources-176
Appendix176
LEADERSHIP AND CHANGE AGENT SKILLS178
Activities-182
References-184
SECTION IV
PUTTING IT ALL TOGETHER:
INTEGRATING THE SKILLS AND KNOWLEDGE
USED IN SERVICE COORDINATION
INTRODUCTION-187
CHOOSING THE RIGHT PATHWAY: GETTING STARTED IN THE IFSP PROCESS-189
ActivitiesI93
Readings and ResourcesI94
THE JOURNEY: PROVIDING FOLLOW ALONG TO FAMILIESI95
Activities-198
Readings and Resources-199
DETOURS ALONG THE WAY: UNEXPECTED, IMMEDIATE NEEDS OR CRISES-200
Activities-202
Readings and Resources-203
CHANGING PATHWAYS: FACILITATING TRANSITIONS-204
Activities-208
Readings and Resources-209
References-209
Appendices-213
XI
Patirrvid
EPA
OVERVIEW
OVERVIEW OF THE GUIDE AND
THE PATHWAYS: SERVICE COORDINATION PROJECT
GUIDE OVERVIEW
The Guide's Purpose:
t<;
Reasons You Need This Guide
Service coordinationas defined by the Infant/
Toddler Section (Part H) of the Individuals with
Disabilities Education Act (IDEA)can be carried
out by providers from a wide range of disciplines
and experiences. Yet service coordination repre-
sents a relatively new role for practicing provid-
ers, students intending to work in the field of early
intervention, and parents of infants and toddlers
with special needs. This guide provides informa-
tion, activities, and practical resources to help these
individuals increase their skills and knowledge to
meet the challenges of early intervention service
coordination.
The Guide's Suggested Uses:
A Multifaceted Resource
This guide is useful for parent and service provider
inservice training and for interdisciplinary and dis-
cipline specific preservice courses. Pathways staff
has used the content, activities, and materials for a
Inservice Training
variety of successful training adaptations. The
Trainers providing service coordination inservice
guide's content and activities can be tailored for
for health, education, and social services person-
participants who have varying levels of knowledge
and skills. We encourage trainers to structure ac-
nel will find this guide to be an invaluable resource.
The guide can be used in part or in its entirety,
tivities to make the best of the abilities each par-
although we have designed the sections to be self-
ticipant brings to the training.
contained. It can serve as a basis for inservice train-
ing, self-study by individuals new to the field of
We have designed trainings to include parents in
early intervention service coordination, or for pro-
the content delivery. Parent participation is invalu-
gram staff development (e.g., problem solving us-
able; they add their perspective and experience to
ing the stories in Section IV or distributing the
discussion. Parents as presenters in the training
guide's resources for staff and families). We en-
sessions are highly rated in all evaluations of the
courage inservice trainers to apply the content and
Pathways trainings. We highly recommend recruit-
activities in ways that meet their needs and the
ing parents as participants as well as presenters.
needs of the participants.
Preservice Training
Faculty from a variety of departments associated
with early intervention will find the guide a useful
PATIIWAll
OVERVIEW
3
9
source for curricula development and student train-
PROJECT OVERVIEW
ing. The content and activities are appropriate for
interdisciplinary courses as well. The guide can
assist faculty in their development or preparation
Pathways: Service Coordination
of lectures, course modules, or semester-long
courses. Guide content can be infused into exist-
Project
ing courses related to infants and toddlers with
special needs and their families.
A series of federally funded projects, Pathways
assists states in meeting their need for qualified
and appropriately trained personnel to carry out
their role as service coordinators in early interven-
The Guide's Language: The Words
tion. Pathways staff work collaboratively with par-
ents, early intervention providers, community agen-
We (hose
cies and programs, state agency personnel, and
higher education faculty.
We describe people in a positive way throughout
this guide. How we talk reflects how we think and
vice versa. Therefore, we used "people first" lan-
guage, mentioning the person before a description
foundation Principles
of that person (e.g., an infant with Down syn-
As illustrated in Figure 1, Pathways is grounded
drome). With respect to gender, we alternated be-
in a participant-centered orientation and builds
tween the use of he and she (except where a spe-
upon parent-professional partnerships. The partici-
cific person is referred to in the text) to avoid the
pant-centered orientation is achieved by tailoring
awkward he/she. We intend the term "parent" to
experiences to meet individual needs and by offer-
be inclusive of caregivers (e.g., mother, father, fos-
ing options so that participants exercise control and'
ter parent, grandparent), just as the term "family"
guidance over their learning. Parent-professional
includes all members that the family defines as
partnership is fostered through the employment of
members.
parents as staff and consultants, parent and profes-
sional teams in training and field experiences, and
In naming groups, we selected terms that are cur-
the inclusion of parents and professionals in all
rently and generally acceptable. However, prefer-
project activities. Parents are viewed as experts on
ences for naming a cultural group is a personal
the needs of their families and children. Their par-
choice by group members and people from the
ticipation in the design, planning, and implemen-
same culture may have different preferences. We
tation of project activities helps insure that all ma-
acknowledge race and ethnicity and the language
terials and training practices fully recognize the
that surrounds these concepts are controversial and
critical, varied, and changing roles of parents.
in flux. The words chosen today may not be ac-
ceptable tomorrow. Throughout the guide we em-
Collaboration serves as the foundation of the Path-
phasize that EACH PERSON AND EACH FAM-
ways training approach. There is a bi-directional
ILY IS INDIVIDUAL. Every attempt was made to
flow of information and resources into and out of
communicate with the guide's reader in a way that
the project (see Figure 1). Information flows into
is respectful of diversity.
the project from parents and service providers who
are participants in training or technical assistance,
state and national Advisory Group members, early
intervention programs providing services to fami-
lies, representatives from relevant state agencies,
and university faculty. Information related to the
service coordination content, activities, and mate-
rials is revised based on their input and flows out
again to those involved in the input phase and to
broader-based groups across the state and nation.
4
OVERVIEW
PATHWAYS
10