Participant Case Guidelines
Participant Case Components
For the participant case, we will ask that you begin with developing unanswered questions about the child. These will be from the participant’s perspective. These questions may be different depending upon the child, and the participant’s relationship to the child, i.e. Parent, teacher, therapist, etc. You will develop profiles of the child similar to what you have seen developed in cases. These profiles will be posted. Participants who are working together on these cases will decide among themselves how to divide the work. For example, the participant who is currently working with the student may be the "gatherer" of information and may provide that information in rough form to another participant who will be the "reporter" of that information and will post online. Another participant may volunteer to be the "researcher" and will research information regarding the case such as information regarding the child’s syndrome or information regarding resources in that child’s community.
As these profiles are completed, the teams will begin to develop goals, objectives and strategies for the child. The child’s family will guide us in this process so it is a good idea to select a child of a family that you have somewhat regular communication.
It is anticipated that participants will gain much knowledge in this process. In general, participants will be involved in the development of a community of learners that will develop local and statewide capacity of individuals and teams who are involved in intervention and education of children and youth who are deaf-blind.
Select a child for whom you have unanswered questions.
Develop these questions.
How will knowing the answers to these questions assist you in your work with the child?
Develop a Child Profile for the child. After reading this profile, we should have a snapshot of the child including his/her strengths, interests, and uniqueness.
Child’s initials, age and any diagnosis he/she may have
Child’s abilities, including communication abilities, cognitive and motor skills
Child’s needs
Child’s interests, strengths
What makes the child unique
What gets in the way of the child succeeding
What helps the child to succeed?
Does the family have unanswered questions about the child?
Develop these questions
Possibly invite the family online for discussion of these questions
How will knowing the answers to these questions benefit the family?
Develop the Family Profile. This profile is meant to present the child in the context of his family. You may not have much information; the intention is not to be intrusive but to allow us a broader view of the child.
Who does the child live with
Extended family that is important to the child
Family questions, concerns, hopes and dreams for their child
How the child’s disability impacts upon the family, if known
What would be meaningful outcomes for the child from the family’s perspective?
Do other members of the child’s educational/intervention team have unanswered questions about the child?
Develop these questions
Possibly invite other team members online for discussions of these questions.
How will knowing the answers to these questions benefit the team?
Develop the school/intervention profile: This profile presents a sketch of the child in the context of interventions, school-based services and other related services.
Type of intervention child receives
Describe child in the context of his school, i.e. center based, home based, self-contained classroom, full inclusion, etc.
Describe any concerns school/intervention personnel may have.
At this point, the participant’s team begins to develop a plan. Attempt to answer as many "unanswered" questions, as you are able. Based upon information gathered, researched and the answers to questions posed, attempt to develop strategies, modifications and supports that may be appropriate to assist your student.