Lead Presenter: Dr. Colleen A. Finegan

Employer: Wright State University

Title: Associate Professor, Teacher Education

Preferred Address 7630 Rozelle Ct.

(home) West Chester, Oh. 45069

URL: http://www.ed.wright.edu/fac_staff/finegan/finegan.htm

Title of Presentation

Abstract

When a young child isn’t developing exactly as mmight be expected, we often feel powerless. Knowledge is POWER. Increasing knowledge empowers us to make decisions. One excellent information source is the World Wide Web. This electronic resource offers links to information, support groups; etc. to provide us with POWER.

Proposals will be evaluated by the 2000 Conference Planning Committee on the following: clarity and organization, quality of content, and appeal to diverse audiences. All persons will be notified in writing by March 30, 2000.

My co-presenters and I agree to take part in this program, and pay the reduced conference registration fee. We also agree to adhere to the ODE Early Childhood Education Information Dissemination's policy prohibiting commercialism in presentations.

Signature of Lead Presenter: _________________________________________________Date __________________

__X__ Lecture / lnteractive: Session is 50/50 split in time dedicated to presenter(s) lectures and audience interacting with the content.

__X__ 1 1/2 hrs. _____3 hrs. _____ 4 hrs.

__X__ SAC __X__ Even Start

__X__ K-3 Programs __X__ Parents

__X__ ABLE __X__ Special Education

__X__ Infants/Toddlers __X__ Pre-K Programs

__X__ Other

_____Beginning: Session planned for participants with limited background in the content.

__X__ All Levels: Session planned for attendees of all experience levels

(If we have experienced people there- it will actually add to the amount of interaction and sharing that can be done)

______ Advanced: Session planned for attendees who have experience and knowledge in the session content.

1. Identify the intended participant outcomes for the session (what will participants team and/or be able to do as a result of participation in this session?)

When a caregiver, an early childhood educator or a parent / guardian questions whether the child in their care is developing at a typical pace, a number of sources are often consulted. Education professionals will often consult with their colleagues; the parent often asks a family member or the pediatrician. Often it is suggested that the child "will grow out of" whatever problem seems to be evident. As many parents and educators can attest, this does not always happen. Although the World Wide Web is, by no means, a substitution for good medical assistance, it is a rich resource that may be consulted to provide information, support, intervention suggestions, etc. Since there is no real overseer for information placed on the World Wide Web, one must become cognizant of sources that may be more reputable than others. Professional organizations such as the Council for Exceptional Children and its many divisions are such a source, providing much information on their website and providing links to others. Other authoritative sites will be visited.

2. Provide the session agenda and design in the following format:

3. What research supports the importance of the session topic?

Research as well as legislation that supports family rights to be informed and thus better able to make decisions. When teachers are empowered and provided resources to answer questions and meet challenges, they are more inclined to participate in problem solving techniques that will increase their flexibility the classroom and become more creative in adaptations and modification for the individual needs of all young children.

4. Would you be willing to repeat your presentation? ___X___ Yes

927-775-4070

Center for Students, Families and Communities

• relevant to child development.

• which provide information on syndromes, disabilities, developmental lag, etc.

• of professional associations related to young children with special needs, which will link to additional resources.
• which provide legal information for parents and educators.
• which provide links to community organizations, resources and services

• which provide assistance through support groups Websites, Listservs, and Chats.
• which provide suggestions and recommendations on educational programs, social skills training, speech-language therapy, inclusion ideas, etc.
• which link to specific services and private organizations

• on-line presentation (connect electronically with our University server)
• or a PowerPoint presentation with our websites embedded
• or have files loaded on our zip drive, which will project appropriate websites on a screen. We will bring our own equipment if none is available

Outcomes / Attitudes:

• feel more empowered to seek information and help independently via the World Wide Web.
• realize that there are others who have gone through similar experiences regarding their children and/or students.
• realize that there are support groups available for even very obscure syndromes and disabilities.
• Begin to develop the ability to differentiate between those sites that are not necessarily "reliable", and rely more heavily on professional organizations to supply needed information.

Ronald G. Helms, Ph.D., College of Education and Human Services

370 Millett Hall O 937-775-4472 H 937-433-2611 FAX 937-775-4855

Wright State University, Dayton, OH 45435

ronald.helms@wright.edu

http://www.ed.wright.edu/fac_staff/helms/rhelms.htm