Defining the Roles of Services to Students with Disabilities: Creating a Certificate for Service Providers

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Defining the Roles of Services to Students with Disabilities: Creating a Certificate for Service Providers Susan Asselin, Virginia Tech Peggy Weiss, UNC Chapel Hill
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Title: Defining the Roles of Services to Students with Disabilities: Creating a Certificate for Service Providers 1 Defining the Roles of Services to Students with Disabilities Creating a Certificate for Service Providers
  • Susan Asselin, Virginia Tech
  • Peggy Weiss, UNC Chapel Hill
  • Jane Warner, The Citadel
  • Virginia AHEAD Fall Conference
  • October 1, 2009
  • John Tyler Community College Chester, VA
  • 2 What Are We Doing Today?
  • Starting a conversation with you about the value of a on-line certification program for disability services providers and others in higher education who work with students with disabilities.
  • Asking for your help to begin to develop a curriculum towards a certification process.
  • 3 Beginning Questions
  • What are your thoughts on the need for a certification for disability service providers?
  • Would it make a difference in your hiring practices if an individual had certification in this area?
  • Would you consider that this program be used for existing staff to update their knowledge?
  • Would it make sense to use the AHEAD Professional Standards as a starting point to develop the program?
  • 4 Todays Goal
  • Use a DACUM (Developing a Curriculum) approach to solicit expert input on knowledge and skills needed by college disability service providers to determine the feasibility of developing and offering a professional certificate program.
  • 5 Objectives
  • Brainstorm all the position titles in disability services or other programs that provide direct services to students with disabilities (e.g. N4A Athletic Learning Specialists)
  • Examine AHEAD Professional Standards categories and major duties and prioritize by importance and frequency
  • Determine specific professional knowledge and skills for tasks under each duty
  • List additional experiences outside course that would be beneficial
  • Describe the ideal delivery model
  • Recommend what should we do next?
  • 6 Think, Think, Think
  • What are your job titles?
  • What traits do you consider essential to this job?
  • 7 AHEAD Professional Standards
  • Administration
  • Direct Service
  • Consultation and/or
  • Collaboration
  • Institutional Awareness
  • Professional Development
  • 8 AHEAD Professional Standards - Administration Duties Knowledge Skills Develop Program Policies Procedures Develops program services Identify Establish program goals Supervise/train program staff 9
  • Outside Course Experiences
  • 10
  • Delivery mode
  • 11 What is next?
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