EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
3/19/2018 | 3:35 PM - 4:05 PM | Using Collaborative Data Collections to Strengthen IEP Discourse | Agate A-C
Using Collaborative Data Collections to Strengthen IEP Discourse
Individualized Education Planning teams need to reconceptualize their collaborative strategies while developing short and long term goals for their students. We propose the use of collaborative data collections to help educators and parents make evidence based decisions. This workshop will demonstrate how collaborative based data discussions are conducted, and will provide tools to participants so they can return to their school districts with more understanding of how each participant can provide significant data that can make an impact on the student’s education. In 2015, Michigan State University released five tips of collaborative data dialogue, in where we expand these five tips along with other resources to strengthen IEP data collections. Secord & Wiig (1993) encourages us to consider that through collaboration we can create goals that are “relevant to life and school and provide opportunities for real life application, practice, and transfer as a natural part of the curriculum and daily living.” (p. 53). When parents understand what the teachers are doing to work toward the IEP goals, they may be able to develop the same strategies at home.
- Participants will be able to describe several strategies found in collaborative dialogues.
- Participants will be able to list the important data that can contribute to the knowledge of the whole child, instead of parts of the child.
- Participants will be able to discuss different ideas for collaboration, and reflect on their experiences with IEP discussions, and analyze how things would be different if there were collaborative efforts.
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Presenters/Authors
Thomas Horejes
(), Gallaudet University, thomas.horejes@gallaudet.edu;
Dr. Thomas Horejes received his PhD in Justice Studies at Arizona State University and is currently Gallaudet University’s Associate Provost of Student Success & Academic Quality. Prior to his position at Gallaudet, he was former Executive Director of DEAF, Inc.— based in St. Louis—that provides advocacy and interpreting services to the deaf/hard of hearing community. During his role, he collaborated with Moog Center for the Deaf on a successful program to empower parents to understand language choices for their child. He has numerous publications, including a book entitled, Social Constructions of Deafness: Examining Deaf Languacultures in Education. He is also former professor of sociology at Gallaudet University.
ASHA DISCLOSURE:
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Nonfinancial -
Patrick Graham
(), Western Oregon University, grahamp@wou.edu;
Patrick Graham is an Assistant Professor at Western Oregon University. His dissertation focused on how Deaf educators use culturally relevant pedagogical strategies to encourage deaf preschool children become embodied members of the Deaf community while attending schools. His main interests lie in comparative and international education, multicultural and multilingual programs for young children and teacher preparation programs. Patrick received his Bachelor’s Degree in Multidisciplinary Studies, with concentrations in History, Psychology, and Deaf Studies, as well as his Masters Degree in Deaf Education from Rochester Institute of Technology. He currently holds certification in K-12 Deaf Education. Patrick previously taught kindergarten at a large urban school for the Deaf, and is passionate about social justice in Deaf Education.
ASHA DISCLOSURE:
Financial -
Nonfinancial -