CALL FOR PAPERS

23rd ANNUAL CONFERENCE

COUNCIL FOR EXCEPTIONAL CHILDREN -- TEACHER EDUCATION DIVISION

Advocacy in the new Millennium: Empowerment On-Line

2. Content Area: Advocacy, Legislation, Litigation

3. Abstract (50 words or fewer, see guidelines)

When a child isn’t developing as quickly as would be expected, we often feel powerless. Knowledge is POWER. Increasing knowledge empowers us to make decisions. The World Wide Web is and excellent electronic resource that offers links to information, and provides us with the POWER to support needs of children.

_X__ Single Presentation ___ Multiple Presentation ___Panel

_____ Overhead _X__Screen ___Flip Chart ___VCR/TV ___ Slide Projector

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.

• 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.

Colleen Finegan, Ph.D.,

Associate Professor

College of Education and Human Services

Early Childhood Special Education

376 Millett Hall

Wright State University, Dayton, OH 45435

O 937-775-4582 FAX 937-775-4855

colleen.finegan@wright.edu

Colleen Finegan, Ph.D.,

7630 ROZELLE COURT

WEST CHESTER, OH 45069

H 513- 779-9994