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Parent/Professional Training Seminars for Families of Children with Disabilities

Phase 3: Portfolio
Tenaya Watson
CUR/516
July 27, 2015
Dr. Mary Poe

Anticipated Start Date:

August 17, 2015

Total Length of Time for

Training:

The total length of time will be 2 weeks and

approximately 10-20 accredited training hours honored
upon completion for each learner.

Individuals Involved During

Implementation:

Resources Needed:

Activity #1 Prepared Materials:

Professional Communication Therapists

Learners

You Tube links, Microsoft Office Word/Power Point,

research information regarding disabilities, professional
experiences of communication therapists of children with
disabilities, examples of effective communication
strategies, and updated references for personal rights,
compliance, and monitoring procedures
Activity #1:
Small groups to demonstrate turn-taking strategies with
what question cards
Materials:
What question index cards
Timer for turn-taking sessions
Pens
Notepads
Power Point presentation slide hand-outs for
reference
Feedback from learners will be supported in the
question/answer section after activity to compare
differences of learning outcomes.
Word document will include the following questions:
Question #1: What did you feel was learned from the
activity?
Question #2: Were there moments of improved learned
turn-taking strategies?
Question #3: Did all members participate equally in the
group?
Question #4: How would you have improved the activity
for the learning process?

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Activity #2 Prepared Materials:

Activity #2:
Role-playing where 1 learner is the child and the other
learner is the adult
Materials:
Child toys for reinforcement
Pens
Notepads
Power Point presentation slide hand-outs for
reference
Feedback from learners will be supported in the
question/answer section after activity to compare
differences of learning outcomes.
Word document will include the following questions:
Question #1: What did you feel was learned from the
activity?
Question #2: Did you need higher reinforcement to
control negative behaviors?
Question #3: Did the role-playing activity give
informative strategies to control behaviors?
Question #4: How would you have improved the activity
for the learning process?

Activity #3 Prepared Materials:

Activity #3:
Small groups to demonstrate turn-taking strategies with
discussing laws
Materials:
Professional law and personal rights manuals
Pens
Notepads
Power Point presentation slide hand-outs for
reference
Feedback from learners will be supported in the
question/answer section after activity to compare
differences of learning outcomes.
Word document will include the following questions:
Question #1: Were there beneficial laws and strategies
learned in the activity?
Question #2: Did you feel informed strategies were taken
while discussing laws?

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Question #3: Did all members participate equally in the
activity?
Question #4: How would you have improved the activity
for the learning process?
Activity #4 Prepared Materials:

Activity #4:
Role-playing where 1 learner listens to compliance
procedures and the other learner explains compliance
procedures.
Materials:
Professional compliance manuals
Pens
Notepads
Power Point presentation slide hand-outs for
reference
Feedback from learners will be supported in the
question/answer section after activity to compare
differences of learning outcomes.
Word document will include the following questions:
Question #1: Were there important highlights learned
pertaining to compliance procedures?
Question #2: Did you feel informed strategies were taken
while discussing compliance procedures?
Question #3: Did all members participate equally in the
activity?
Question #4: How would you have improved the activity
for the learning process?

Details of How Instructional

Plan will be Implemented:

Instructional plan will be implemented in an organized

and precise manner. All communication strategists will
work closely with learners to better understand
communication needs, such as monitoring negative
behaviors and understanding laws protecting families of
children with disabilities. The plan will be communicated
initially with Power Point presentations guided by lesson
plans, breaking into small group activities, and joining
together again to gain informational feedback from
activity outcomes. Interest will be built during training by
visual presentations, hands-on activities, demonstrating
compassion among professional trainers for emotional
support, catering to individual learning needs, and
observing audience behaviors to encourage positive

Formative Assessments for the

Training:

participation and awareness of information. All learners

will be urged to participate during activities, and
committed professionals will answer questions as needed
during training sessions. Participants will be selected from
referrals by communication professionals in the
community. Selected participants will attend training,
randomly be grouped into learning teams, and have the
option to switch partners/groups if desired during handson activities.
Observations among learners in the classroom
Question/Answer forms for feedback
Professional expertise from communication
therapists
Opportunities for learners to ask professionals off
the record and in the comfort of a positive
learning environment
Final questionnaire implemented to learners at the
end of training to gather feedback about overall
training experiences and instruction
All learners are reminded prior to activity and during
activity that information will be gathered through
formative assessments to promote professional training
and ensure quality.