Assignment 4 Interview a Teacher or Parent (Fieldwork)

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Assignment 4: Interview a Teacher or Parent (Fieldwork) Assignment 4: Interview a Teacher or Parent (Fieldwork) Elaine Stadnik Assignment 4: Interview a Teacher or Parent (Fieldwork) SED606 - Health Care & Technology Support Adam Gildner 06/13/2023

Assignment 4: Interview a Teacher or Parent (Fieldwork) Elaine Stadnik Date of interview: 06/12/2023 Age of child: 10 years old Specific Condition: traumatic brain injury 1. What are the needs of peers and family members of students who have a traumatic brain injury? Family members and peers of a TBI student need someone that will actively listen to them and valid their feelings of upset, frustration, sadness, etc. are okay to feel. She also provided them with information to support groups and had them talk with other families with students with TBI. 2. How can teachers form partnerships with families and help address some of their needs? She looked for opportunities to connect with families to assure them that they are an important part of their student’s educational team and invited them into the classroom. She also invited families to trainings and educational workshops that were held at the school. She would have open conversations about their cultural and asked questions about it. After she had formed a partnership, she was able to discuss the student’s and family’s needs and provide them information to assist them. 3. What are some barriers to forming partnerships with families? She stated that too high of expectations of parents in their engagement in their students education, limited resources, cultural differences, shared custodial situations, and parents having prior negative experiences with school(s). 4. What strategies did you use to assist student in the classroom? This student could hear better out of one ear so the teacher sat her so her good ear was closer to her when talking. She

Assignment 4: Interview a Teacher or Parent (Fieldwork) broke down large assignments and tasks into small steps and provide a visual with these steps on it. She had a cueing system in place so she was sure she had the student’s attention before giving instructions. She had student in their own words explain to her what they would be doing. The student was allowed more time and reduced the number of questions on exams and assignment load lessened. Provided this student with a buddy peer that was older 5. What developmental disruptions did the student have returning from the TBI? The student had issues holding on to new information/concepts. They could memorize information but they failed to comprehend the basic principle required for mastering the areas in reading, spelling, and math. Example: They could memorize a list of spelling words for a test but couldn’t spell them in a writing assignment. For this student, reading long paragraphs reduced their comprehension of the information and they struggled with inferences in readings. 6. What type of strategies did you use to communicate with parents? She left daily notes for parents about what the student did that day, how their day went, how behavior was handled and requirements for homework completion. She used active listening by restating what they said in her own words so ensure that she understood what the parent(s) were saying. She avoided negative talk about the student and/or their behaviors. She kept the conversations positive and asked for parent(s) opinions on how they would like to see problems solved at school and how to redirect challenging behaviors. I was surprised to learn that this student with TBI struggled with depression and a feeling of not belonging and isolation. Another thing that I didn’t know about students with TBI is that they can become over-stimulated easily from noisy rooms and hallways, crowded areas, too

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Assignment 4: Interview a Teacher or Parent (Fieldwork) much information in too short of a period of time, unexpected event, lack of structure, and physical activities. In order to service students in my classroom with TBI, I will start by obtaining information on student’s cognitive abilities prior to injury and talking to individuals assisting with student’s rehabilitation. I will help student to create a daily schedule, checklists, and provide notebooks for them to organize information. Assignments will be broken down into to smaller parts with the steps written down for them to follow. I would create opportunities throughout the day for the student to work in small groups that require corporation of all students in group to complete the assignment or activity to encourage socialization and inclusion. To help the student understand new concepts or tasks, I will use modeling, provide examples, charts, and graphic cues, simple, clear, short instructions, go through each step, and repeat all key points. Other things that I will provide the student is a tape recorder for lectures and/or note taker, and a bean bag that they can use if they become fatigued. The student would be seated at the front of the class near me so I could make sure that I had the student’s attention before I start giving instructions. In order to keep the lines of communication open with parents, I would give them daily reports that told them how their day went, what they worked on, and anything that they needed to work on at home with detailed, simple, and clear instructions. I would send work samples home so the parents could see what they are working on and how they are improving. If parent(s) pick up the student, I would make myself available to talk to them every day. If student rides transportation home, I would call parent(s) at least once a week to check in to see how they are doing, if they need any support, and tell them how their student’s week was. I would also have conferences every couple weeks with parent(s) and other individuals that are working with student so we can review how the student is doing, what things are working or not working, what other supports,

Assignment 4: Interview a Teacher or Parent (Fieldwork) modifications, or accommodations that would help student academically, emotionally, and socially. We would also discuss any supports or services that the family might want or need. In order to overcome any barriers that I encounter, I will work closely with the family, other service providers, and staff to have open, positive, and nonjudgmental conversation that stay focused on the student and family’s needs.

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