Caring for Our People Training – Instructor’s Manual
Caring for Our People Training
Instructor’s Manual
For Introduction to Disability & Culture
Table of Contents
Sample Agenda
Course Outline
WORKSHOP DAY 1:
SECTION 1 - Introduction
Unit 1: POWERPOINT PRESENTATION – INTRODUCTION TO COPT (15)
Unit 2: INTRODUCTION – TECHNOLOGY AND ITS COMPONENTS (15)
Unit 3: INTRODUCTION TO STAFF (OPTIONAL) (10)
Unit 4: WHAT IS A DISABILITY? (75)
Unit 5: POWERPOINT - INTRO TO INDIAN COUNTRY (45)
Unit 6: WORKING WITH NATIVE AMERICAN FAMILIES (30)
Unit 7: NEWSLETTER (15)
Section 2: Resources
Unit 8: Information Guides (10)
Unit 9: Equipment
Unit 10: Acronyms
WORKSHOP DAY 2:
Section 3: Legal
Unit 11: Americans with Disabilities Act (ADA) (25)
Unit 12: Section 504 of the Rehabilitation Act (20)
Unit 13: Individuals with Disabilities Education Act (IDEA) (25)
Section 4: Specific Disability
Unit 14: SPECIFIC DISABILITY: Web pages in the Virtual Library (35)
Unit 15: SPECIFIC DISABILITY: Fact Sheets on Specific Disabilities (25)
Unit 16: SPECIFIC DISABILITY: Links to websites (25)
Unit 17: SPECIFIC DISABILITY: Organizational Websites
Unit 18: VIRTUAL LIBRARY/COMMONS AREA
SAMPLE Agenda
Spirit Lake Consulting, Inc. Presents …
Introduction to Disability & Culture
As part of the Caring for Our People Training (COPT) series
December 14-15, 2006
Turtle Mountain Community College
Presenters: Annmaria DeMars, Ph.D, Russell McDonald, Ph.D, & Willie Davis
Day 1
Time Topic Presenter
9:00 a.m. – 9:45 a.m. - Introductions, Administer Pre-Test Davis
9:45 a.m. - 10:00 a.m. - Power Point Presentation - De Mars
10:00 a.m. - 10:15 a.m. - Break
10:15 a.m. - 12:00 p.m. - What is a disability? De Mars
12:00 p.m. - 12:45 p.m. - Lunch (Provided)
12:45 p.m. - 2:00 p.m. - Working with Native American Families McDonald
2:00 p.m. – 2:15 p.m. - Break
2:15 p.m. – 3:00 p.m. - Resources for families Davis
Day 2
9:00 a.m. - 9:45 a.m. - Administer Post-Test Part 1 Davis
9:45 a.m. - 10:30 a.m. - Legal Rights and Laws Davis, De Mars
10:30 a.m. - 10:45 a.m. - Break
10:45 a.m. - 12:00 p.m. – Specific Disability, using the CD to find
information De Mars
12:00 p.m. - 12:45 p.m. - Lunch (Provided)
12:45 p.m. - 2:00 p.m. Commons Area and Virtual Library McDonald
2:00 p.m. - 3:00 p.m. - Post-test part 2, Door Prizes, and Certificates
*** Please remember, that Workshop 2 will be held on March 31, 2005 and April 28, 2005 for Module 2 “Special Education”. For more information contact: Willie Davis, SLC Consultant at 477-0322/8189
Course Outline
NOTE: Numbers in parentheses are estimated time in minutes to cover each unit.
WORKSHOP DAY 1:
SECTION 1 - Introduction
Unit 1: POWERPOINT PRESENTATION – INTRODUCTION TO COPT (15)
§ The instructor takes the students through a short PowerPoint, which briefly explains the purpose and goals of this particular training.
Unit 2: INTRODUCTION – TECHNOLOGY AND ITS COMPONENTS (15)
(Optional – this section may be skipped if the students are already familiar with this information and pressed for time. However we do recommend going through it briefly, if possible)
§ The instructor focuses on teaching the basics that the students need in order to use our CD-ROM and go online. The consumers are taken step by step through the process of using the CD-ROM.
§ Powerpoint and Adobe are downloaded and the instructor teaches the consumers the basics of the programs.
Unit 3: INTRODUCTION TO STAFF (OPTIONAL) (10)
This section gives brief biographies of the staff. You may want to skip it altogether if you have discussed this in the introduction in Unit 1. Or, if you feel the group needs a little more time to establish rapport, you may do this right after Unit 1.
Unit 4: WHAT IS A DISABILITY? (75)
§ Provides descriptions of the eight disability categories covered by federal education law (IDEA),
o suggestions on helping students with these disabilities succeed
o links to Virtual Library & Commons Area for each disability category
§ Describes developmental delay and developmental disability
Unit 5: POWERPOINT - INTRO TO INDIAN COUNTRY (45)
§ Explore areas of interest having to do with serving Native Americans with disabilities.
§ The instructor goes through topics such as recruitment and outreach, transportation, child care, methods of communication. Student activities and discussions are used to incorporate these ideas and make them seem real.
Unit 6: WORKING WITH NATIVE AMERICAN FAMILIES (30)
§ The instructor delves into issues that are present when working with Native American Families, such as death and the way in which the tribes view and cope with such important issues.
Unit 7: NEWSLETTER (15)
Introduce the participants to the Miniwakan newsletter, giving them a chance to read one of the newsletters. If the participants are connected to the Internet, be sure to have them subscribe to the newsletter.
Section 2: Resources
Unit 8: Information Guides (10)
This unit gives web pages and downloadable resource guides that provide descriptions of available services, a brief summary of eligibility criteria and contact information.
Unit 9: Equipment (10)
This short section, only two web pages, briefly describes equipment used by individuals with physical and learning disabilities.
Unit 10: Acronyms (10)
This very short section offers three sources for acronyms – a downloadable Word document, a web page on acronyms in general and a web page on acronyms related to VR. You can also click on a link for acronyms related to FAS.
WORKSHOP DAY 2:
Section 3: Legal
Unit 11: Americans with Disabilities Act (ADA) (25)
These pages discuss the need for ADA, the five titles of the act, what ADA guarantees and what it does not guarantee. An important point is that ADA may not apply on reservations. This depends on the action of the specific tribal council.
Unit 12: Section 504 of the Rehabilitation Act (20)
This unit explains accommodations and modifications, and the differences between the two. Examples are given of accommodations and modifications required by law.
Unit 13: Individuals with Disabilities Education Act (IDEA) (25)
This unit begins with a description of problems before IDEA, illustrating the need for this law. Rights guaranteed under IDEA are described. Additional programs added by amendments to IDEA are discussed, including transition planning and Individual Family Service Plans (IFSP).
Section 4: Specific Disability
Unit 14: SPECIFIC DISABILITY: Web pages in the Virtual Library (35)
The instructor takes the class through the CD-ROM and explores the various disabilities that are listed. Each disability has a link and/or information given by Spirit Lake that defines the disability and explains how to care for one who has the disability.
Unit 15: SPECIFIC DISABILITY: Fact Sheets on Specific Disabilities (25)
These are documents that we have been given permission to reproduce. The instructor should allow students time to open and print one or two of these.
Unit 16: SPECIFIC DISABILITY: Links to websites (25)
This is one of only two units that requires Internet access. The instructor will review some of the websites that provide information on specific disabilities. It is recommended to give the participants time to select and explore one or two websites on their own.
Unit 17: SPECIFIC DISABILITY: Organizational Websites (15)
This unit also requires Internet access. It provides links to websites such as the National Organization for Rare Diseases that offer information on many specific disabilities.
Unit 18: VIRTUAL LIBRARY/COMMONS AREA (90)
Although this unit can be omitted if you are short of time, we highly recommend including at least 30 minutes for this unit, if not more.
§ The students are shown how to access our virtual library and commons area.
§ Students are taught how to use our library, as it is more complicated than some may like. The developmental psych course is pointed out to them as an option as a lesson that some teachers might want to use.
§ The commons area is pointed out as a helpful addition to our CD-ROM. This site gives information about various agencies in North Dakota and the options that those caring for people with disabilities have to fall back on.
§ The students learn how to use the CD-ROM in order to research certain topics, such as diabetes and blindness.
Goals and Objectives of COPT:
Staff members who complete the Introduction to Disability and Culture workshop will meet the following objectives:
§ Have an extensive knowledge of how to get around the website and use the CD-ROM to pass on to others. They will be able to utilize the site to the best of their ability and use the virtual library, as well as the commons area, in order to learn more about caring for people with disabilities.
§ Learn information on the specifics of Native American views to be better able to sensitively deal with any issues that come up.
§ Demonstrate increased knowledge of definitions of disability, disability categories, legal rights and resources for persons with disabilities.
§ Be able to research various topics on disabilities on the Internet. From this information, they will become educated on ways to specifically care for their patients/family members.
Section Overview: In this section participants will learn …
-- Introduction to the Project: the goals of COPT, the different components, i.e., course modules, virtual library and commons area.
-- Introduction to Internet: During the introduction participants will open a PowerPoint file and pdf file, so it is also a means of insuring the needed software is on the participants' computers.
-- Introduction to Disability: Explains the categories of disability, developmental disability, type of services available
-- Introduction to Indian Country: Explore areas of interest having to do with serving Native Americans with disabilities, including topics such as recruitment and outreach, transportation, child care, methods of communication.
-- Working With Native American Families: delves into issues that are present when working with Native American Families, such as death and the way in which the tribes view and cope with important issues.
-- Introduction To Staff : brief biographies of the staff, their backgrounds and involvement in the field of disability and chronic illness
-- Introduction to the Miniwakan newsletters: gives an opportunity to read and subscribe to the electronic newsletters focused on disability issues in reservation communities.
Unit 1: POWERPOINT PRESENTATION – INTRODUCTION TO COPT
This unit usually takes 15-20 minutes. You can begin by opening the PowerPoint and running through it, so the students do not need to insert the CDs
§ The instructor takes the students through a short PowerPoint, which briefly explains the purpose and goals of the Introduction to Disability and Culture workshop.
INTRODUCTION TO COPT TRAINING
Section Overview: In this section you will …
-- Go through the following couple of powerpoint slides with the class
-- Introduce yourself, the other instructors, and the COPT program.
-- Emphasize the purpose and goals of COPT, introducing it to those who are not familiar with the program and reinforcing it to those who are.
NOTE TO THE INSTRUCTOR: Your manual has notes at the bottom of some slides. Click through the slides at a steady pace and make sure each participant understands how to go through a presentation.
Beginning comments to the students:
Introduce yourself and the purpose of this workshop:
“The purpose of this workshop is to provide staff, parents and persons with disabilities information on what services are available to them and facts that may help them understand and work with a person with a disability. During the workshop, you will learn how to use the website. We will also give you a CD that has much of the website information on it that you can use if you don’t have Internet access where you are, or for places that have very slow Internet connections.”
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Caring for Our People Training – Instructor’s Manual
Welcome participants. Thank them for coming. Explain that the first part of the workshop explains what we will be doing over the next two days, introduces them to the training purposes, to our company and the trainers.
Give a brief description of our company, the fact that we are Indian-owned and headquartered on the Spirit Lake reservation.
Instructors should introduce themselves and provide a little background on their personal experience with disabilities and working with reservation-based agencies or in reservation communities.
Instructor should mention the four components and state that a brief description of each component is shown on the next few slides.
Instructor should mention that the Introduction to Disability & Culture is the first module and recommended to be taken first. Thus, the people in this workshop are
complimented for following the recommended sequence. The four modules are briefly described in the next slide.
Instructors should recommend that participants follow the current workshop by attending workshops in their particular field or area of interest.
The instructor should mention the module is not just a group of web pages, but also a lot of other resources.
While you may see on other websites on the Internet something like “You are now leaving the USDA site. We take no responsibility for these other sites”, COPT is different. We have reviewed all the websites linked so you know that our in-house experts have checked that this information is reliable. We have also made a major effort to include useful information for staff members. You will not find a lot of articles from scientific journals or government reports that are of no use to you. On the other hand, you might be surprised to find that there are government agencies that produce some really information for free, like a handbook on Cultural Competence for caregivers working with elders.
It should be noted that the Virtual Library is one of the most valuable features of the COPT CD-ROM. Very few, if any, reservation communities have a large library or are near a major urban area. Unlike people living in cities, staff and family members cannot go to the city or university library to find information on a particular illness or disability.
The Virtual Library provides these resources on the CD – for free.
NOTE: At this point, the instructor should insert the CD and double-click on the Index page along with the workshop participants
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Caring for Our People Training – Instructor’s Manual
Point out that people with disabilities and their families can be isolated in rural communities. There may not be another person in their community who is visually impaired or has a physical disability.
Expensive private colleges have a “Commons Area” where people from different groups can meet, post notices about what is happening or read the newspapers and magazines related to their interests. We have tried to create a Commons Area on this CD, with newsletters of articles written by and about people with disabilities, their families and staff who work with them.