Description

Special education staff have a professional responsibility to advocate for their students and their families. When collaborating with families, there are often opportunities to empower families and help them find services and resources in the community. Awareness of disability advocacy organizations and their relationship with public schools will help the educator assist families as they navigate the systems of support in their area to access needed supports and services.Allocate at least 2 hours in the field to support this field experience.Tour a local disability advocacy organization and interview an administrator regarding:Relationship of special education to the organization, and function of educational agenciesContinuum of placement and services available for individuals with disabilitiesPublications relevant to individuals with disabilitiesInformation provided on disabilitiesActivities relevant to individuals with disabilitiesCulturally responsive factors that promote effective communication and collaboration with individuals with disabilities, families, school personnel, and community membersRoles of professional groups and referral agencies in identifying, assessing, and providing services to individuals with disabilitiesAny resources to assist in programming for individuals with disabilities In 250-500 words, summarize your interview and your experience touring the organization. In addition, reflect upon advocating ethically for individuals with disabilities, and explain how you will use your findings in your future professional practice. APA format is not required, but solid academic writing is expected.___________________________________________________________________________________________________GREAT NEWS!!…. I have already completed the interview, and I just need the summary to be written. I will include pictures of my interview notes; the interview questions correspond directly with the questions listed (1-8). I interviewed Ms. Ramona Savage, Director of Day & Transition Services for DDDSI did not have a chance to go tour the facility, but I have been there in the past, and I included some notes on what I remember from when I toured it previously. Also, I included a video of the Delaware Division of Developmental Services (DDDS), which explains the program a little more–just in case you need more understanding. 🙂 I live in the state of Delaware.Thank you!! You’re so appreciated!!Delaware Division of Developmental Disabilities Services (DDDS)
Interviewee: Ramona Savage, Director of Day & Transition Services
1. Relationship of special education to the organization and function of educational agencies
Transition services for adults with disabilities work closely with schools for students that are exiting
school (18-22 year-olds) to help them transition to the world and learn how to navigate adult life. Once
students reach the age of 22, they no longer offer services.
2. Continuum of placement and services available for individuals with disabilities
Day programming (Employment Services, Residential Services, Clinician Support, etc.) is based on the
individual’s desires and needs. Needs vary depending on the disability—it’s even across the board
regarding which services are utilized. The variety of choices for offered services shows choice and allows
the organization to help a varied number of adults with disabilities.
3. Publications relevant to individuals with disabilities
Online publications (electronic format)
When they go to fairs or visit other organizations/schools, they have all of their online information on
paper copies (brochures, posters, etc.)
4. Information provided on disabilities
DDDS information is given at Medical Diagnosis, schools, agencies, transition support at hospitals, etc.
5. Activities relevant to individuals with disabilities
They do not do direct support due to conflict of interest. They have contractors come in and
host/spearhead activities. Contractors are pre-approved.
6. Culturally responsive factors that promote effective communication and collaboration with
individuals with disabilities, families, school personnel, and community members
All culturally responsive factors are respected and implemented whenever possible—but it depends on
the need(s) of the individual.
7. Roles of professional groups and referral agencies in identifying, assessing, and providing
services to individuals with disabilities
Medical diagnosis to support disability (IEP). Adult services—apply for DDDS services (psychological
evaluation, medical diagnosis documentation, etc.)
Once found eligible, the individual undergoes DDDS’ Eyecap Assessment which helps them determine
what services the individual needs/requires. Once the Eyecap Assessment is completed, DDDS
completes an Inventory for Client & Agency Planning, which provides an overview of what support
should look like.
8. Any resources to assist in programming for individuals with disabilities
DDDS has a Targeted Case Manager who provides individuals with extended knowledge on all services.

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