To successfully complete this assignment, you will plan a 90-minute professional development session for the teachers at your school. Your session will identify the needs of the peers and family members of students who have a TBI (traumatic brain injury), students who are chronically ill, are hospitalized and/or in transition from hospitalization, and/or who have degenerative conditions (e.g., Rhett Syndrome).

Background
As the Education Specialist on a school site, you will serve as a classroom teacher, someone who collaborates with general education teachers and other instructional support personnel, and/or as someone who administrators, parents, and other teachers will consult with about educational matters relating to all students. In cases where your school’s student population includes students with TBI, students with chronic illnesses, and/or students transitioning back to school from extended hospitalizations or in-home schooling, you should be prepared to advise teachers and parents about students’ specific needs and the unique needs of parents and families so that a healthy and productive home-school partnership can be established. This assignment meets CLOs 4 and 13.
Instructions
To successfully complete this assignment, you will plan a 90-minute professional development session for the teachers at your school. Your session will
identify the needs of the peers and family members of students who have a TBI (traumatic brain injury), students who are chronically ill, are hospitalized and/or in transition from hospitalization, and/or who have degenerative conditions (e.g., Rhett Syndrome).
ask teachers to apply their understanding of the needs of the peers and family members of students who have a traumatic brain injury, students who are chronically ill, are hospitalized and/or in transition from hospitalization, and/or who have degenerative conditions to their own work with parents and families.
identify essential elements of supportive partnerships with parents, families, and other teachers.
ask your participants to apply their knowledge of the essential elements of supportive partnerships to develop a plan for building partnerships with the parents, families, and teachers they work with to provide instructional, behavioral, social, communication, sensory, and pragmatically appropriate support to students with extensive support needs.
The plan for your 90-minute professional development session should have these components.
Title
A 150-word abstract about what your session is about and why this information is important for teachers to know
three to four objectives for your session (What do you want the participants to learn or take away from your session)? This can be a bulleted list.
Details that create a mental picture showing the progression of the session for the teachers who will be giving up 90 minutes of their workday to learn from you.
Will participants be listening to your lecture for 90 minutes?
Will participants be working in small break-out groups?
Will you include activities and videos for the participants?
Explain how teachers after leaving the session will be able to use this new information.
Include material you will use (PowerPoint slides, videos, handouts, etc.) and material your participants use (readings, hands-on activities, prompts for table talks, etc.)