Archives: Lessons

You’re the Nurse Practitioner

In this interactive case, you are playing the role of a medical professional. You will interact with a virtual patient with a developmental disability.

Make decisions, get feedback and hone your communication skills.

Note to Students

You are now ready to meet Julia, your next patient. Julia is a 13 year-old female with Down syndrome. You are seeing her for a routine well-child visit. You have never seen Julia before. Your main task is to accommodate and respect both Julia and her mother’s specific needs and concerns during the visit.

Lesson 4 Objectives:

1) To state the five valued life experiences and facilitate at least two of them in your work with your learning partner.

2) To identify capacities to build on or up, potential community opportunities and possible roles for your learning partner.

3) Identify the role communicators relevant to one of the roles you and your learning partner are working on together.

1.  Read pages 44-66 in the Make A Difference: A Guide for Person-Centered Support
2. Complete pages 14 & 15 in “Your Learning Journey”

Lesson 3 Objective

Learning Objective:  To understand how one’s beliefs and perceptions influence and impact the actions one will take on behalf of another person to create positive change in their life.

Assignment:  Read pages 19 to 43 in Make A Difference book and complete pages 8 to 11 in “Your Learning Journey”

Have Courage – See With the Eyes of the Heart

What to do when you are overwhelmed

• Expect respect: advocate.
• Invest yourself in positive changes for the people you support.
• Build a strong team & a positive organization

Stop assuming, “It can’t be.” Start asking, “What would it take.  Your beliefs will impact what opportunities you seek assistance you provide and experiences you are willing to try. 

Signposts for the Journey to Encourage you to Create A Circle of Courage and Contribution

Circle of Discouragement & Confinement

An example is no one would hire a person with a disability, so we don’t find jobs and learn to support success, which results in people don’t work and employers don’t learn.

Without these signposts, you can fall into a Circle of Discouragement & Confinement.  If you believe there is nothing to do where your learning partner lives, then you won’t explore possibilities and you will end up with nothing to do!

Lesson 2 Objective

Learner can state the power and importance of their role in making a positive difference in the life of their learning partner.

Assignments:

• Prior to taking the quiz and working through this lesson, please read pages 8 through 18 in the Make A Difference: A Guidebook for Person-Centered Direct Support
• Complete pages 2 through 7 in the “Your Learning Journey” as you will need the information to complete this lesson.
• Complete the Community Connections Tracking Sheet for your learning partner and submit.
• Per page 2 of “Your Learning Journey,” you will need to tell you story for the sixth lesson for this module. We agree one good way for you to tell the story of your learning journey is to take pictures as you go along. Be sure to get whatever permission you need to take pictures.  The camera on your phone works well for this purpose.

Theme images ©2001 Beth Mount. All rights reserved

Slides © 2005 Inclusion Press. All rights reserved.

This image is a pictorial representation of the twelve themes from the work of the direct support professionals whose stories form the basis for this book.

Lesson 1 Objective

The successful learner will recognize the difference between negative and valued roles and how social roles impact one’s life experiences.

Reading List

Pages 133-143 in Make A Difference: A Guidebook for Person-Centered Direct Support

Content derived from the work of Dr. Wolf Wolfensberger

Wolfensberger, W. (1997).  A brief introduction to Social Role Valorization: a high-order concept for addressing the plight of societally devalued people, and for structuring human services (3rd rev. ed.). Syracuse, NY: Training Institute for Human Service Planning, Leadership & Change Agentry (Syracuse University).

Course Development

A special thanks to Hope Leet Dittmeier, Executive Director of Mattingly Edge, Louisville, KY  for the development of the content for this lesson related to Social Role Valorization, www.mattinglyedge.org

To continue in the course, click Topic 1.1 below.

? Lesson 6: Purpose

The purposes of Lesson 6 are to:

• Introduce approximate Developmental Age Levels (DALs)
• Review resources for HELP® 0-3 System

Key Points to remember as we wrap up this course.

• HELP® is NOT a one-shot deal.
• Age ranges listed are NOT when the skill begins and ends.
• NOT all skills are pertinent for every assessment.
• Learning to use the HELP® is an ongoing process, that takes practice for mastery.

? Lesson 5: Purpose

The purpose of this lesson is to give you opportunities to practice crediting using the HELP® (where a child “fits” in the Strand).

Use your Inside HELP® and Strands protocol to complete this Lesson. You must refer to crediting statements to accurately answer each question. Review the Credit Options and descriptions on p.i.21 of Inside HELP® or the inside cover of the Strands protocol.

Then view the video clips for Ryan, Logan, and Anna as indicated and answer the questions following each clip.

? Lesson 4: Purpose

The purposes of this lesson include:

• Reviewing key assessment issues and crediting procedures for HELP®
• Introducing how to use the HELP® before, during, and after the assessment
• Practicing crediting skills using the HELP®

? Lesson 3 Purpose:

The purpose of this lesson is to serve as a deeper dive into assessment with the HELP® Strands.

? Lesson 2 Purpose:

In this lesson, you will be introduced to a description of the HELP®, as well as the HELP® 0-3 system components. Some materials are for assessment and planning, while others are for intervention based on the assessment results.

LESSON 1 Purpose:

The purpose of this lesson is to introduce this online HELP® course and to outline procedures for navigating through the course.

Thank you for registering for this Early Childhood Research and Development Initiative online training. Funding for the development of this course was provided by The Kentucky Cabinet for Health and Family Services, Department of Public Health.

If you encounter any problems, use the Contact Us at the bottom of every page within the course. Questions will be answered during working hours, M-F 8:00 AM – 4:00 PM Eastern time.

To complete the course, you will be required to:

1. View the page “Welcome and Introductions.”
2. Submit a pre-test “What do you know?”
3. Explore 6 lessons related to the administration of the Hawaii Early Learning Profile. Each lesson includes ungraded checks of your understanding of the content, through Think Spots and Check Your Knowledge questions.
4. After the introductory lesson, each of the next four lessons includes a short graded quiz. When you receive a score of 80% or higher on each quiz, you may move to the next lesson.
5. Then, you will be asked a few optional evaluation questions about the course itself.
6. When you have finished the 6 lessons, and the post-test, you can access your Recognition of Course Completion by clicking on My Courses and going to your completed course. Click on the completed course and a new window will open. Click the blue Print Your Certificate button, and locate your course title to access your certificate.

Before you get started, here are some tips to help you navigate the course.

• This course is not intended to be completed in one sitting; rather, we recommend you complete one lesson at a time. Allow yourself at least 30 – 60 minutes of uninterrupted time for each lesson. The course gives you the flexibility to return where you left off.
• Note that you will be viewing some videos in You Tube. We recognize that some workplaces may block access to YouTube. You will need to view them at another location or speak to your administrator about access.
• We are here to help! Use the contact us button at the bottom of any page to reach out.
• Have fun! This training is designed to introduce you to the HELP® 0-3; we hope you enjoy the learning experience as well.
• Once you have completed the course, numerous administrations of the HELP® 0-3 are needed to be familiar and reliable with administration of the instrument.

Occasionally throughout the course, you will see the following symbols:

• A ? Think Spot indicates a place for you to consider one of the ideas presented on that slide; it is for reflection only.
• A ? Handout is available for you which contains the key concepts for administering the HELP®0-3.  Space is provided for you to record your answers to practice activities provided during the course.  PRINT the ? Handout before proceeding, as it will be used during the course and will be helpful as a later reference. To print a copy of the ? handout, click here.

Now, click on Overview of the Course topic below to review 1) the knowledge and skills you will learn during the course; 2) the sequence of the course; and 3) the required materials you will need to complete the course.

Hello. My name is Shannon and I played Daniel, the young man portrayed in the module with deafblindness. I too have deafblindness; the module in which you have just participated accurately portrays the issues of persons with sensory impairments in receiving dental care, in adequately communicating with dentists and other dental providers, and in negotiating the physical aspects of the operatory.

On the following screen you will find important questions about providing dental care to individuals with deafblindness and other sensory impairments. Check out all of the questions to hear more about my dental experiences.

Ask Shannon

Daniel Brown was played by Shannon Caldwell, an individual with a dual sensory impairment.

Explore important issues related to dental care from his real-life experiences.

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[ms_accordion style=”boxed” type=”1″ class=”” id=””] [ms_accordion_item title=”What is the most important thing that dentists need to know about providing care for individuals with deafblindness and other sensory impairments?” color=”” background_color=”” close_icon=”” open_icon=”” status=”close”]

It is most important that you pay close attention to communication when providing dental care to me or any individual who has sensory impairments. I need to understand clearly what procedures you are about to perform on me. I don’t like surprises, and it could be dangerous to begin dental work without indicating and letting me know ahead of time what is about to happen first. Also, you should not assume anything – I may or may not use a technology device to communicate and you should make it a point to communicate with me and ask me when you are not sure how to proceed in any situation.

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Things a dental office should keep in mind or possibly do when expecting an individual with sensory impairments for a dental visit include alerting all staff who will be working with me that communication will be important. I may have a personal assistant with me, but you should not assume they know all about me. Rather, you should ask me about me. Staff should understand that I may need assistance in navigating the facility. When not sure how to assist me, they should ask me how best to assist. If I do need assistance, I will probably ask for it myself; but remember that not everyone who needs assistance will necessarily ask!

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[ms_accordion_item title=”Describe a dental visit that did not go well and why.” color=”” background_color=”” close_icon=”” open_icon=”” status=”close”]

Here is a dental visit that didn’t go well and some reasons why. I went to a dentist who had not previously had experience treating individuals who have disabilities – and who had poor “bedside” manners. When I walked in, there was no one who knew how to greet me and let me know what I needed to do first.

They stumbled around and acted like an alien had just showed up in their office! They asked my mom about everything and never talked with me or asked me anything. They grabbed me by the arm and it felt like they were dragging me off to I don’t know what. They didn’t explain what was going to happen and I was scared.

I couldn’t and wasn’t given the opportunity to communicate with them on an adult level what I needed in order that they could help me. So I wound up not getting treatment and leaving the dentist’s office having wasted their time and mine. I don’t want to visit a dentist’s office who isn’t open and welcoming and who comes across as not wanting me to be there.

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[ms_accordion_item title=”What are some things that dentists can do to help individuals with deafblindness and other sensory impairments with follow-up care?” color=”” background_color=”” close_icon=”” open_icon=”” status=”close”]

It would be helpful to send me helpful reminders of future appointments either by email or phone. Also, it might serve both the dentist’s office and me if I could receive documentation through email. This way I could fill it out independently ahead of time and this would cut down on time and give me further independence in the visit itself. Office staff should not be afraid to have hands-on contact with me to make sure I understand assignments to do between visits. Staff should demonstrate or show me what they mean when assigning me tasks to make sure I have it correctly. Finally, emailing me follow-up instructions allows me to Braille important follow-up information for myself.

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